Pub Date : 2022-12-19DOI: 10.1177/10451595221145206
W. Griswold, Meera Patel, Edith Gnanadass
Environmental injustice is often an intersection of economic, social, and environmental disparities. Addressing the inequities borne by communities overburdened with such disparities requires local learning opportunities. Exploring how and what participants learn during community education projects can help inform and improve practice, which was the focus of this study. This study reports on a larger community environmental education project involving participatory action research, which involved community residents in Chicago learning to monitor local air quality using low-cost air sensors. The experiences of 14 volunteer air monitors were collected using focus group interviews and analyzed using Braun and Clarke’s (2006) approach to thematic analysis. Participant learning focused on new and existing skills related to science/technology, interpersonal communication, and local environment. Volunteers built skills in using low-cost air sensors, taught other community members about air monitoring and local air quality, and devised strategies for improving community air quality and health. This exploration of the experiences of community residents learning to use low-cost air monitors has three applications to community education practice related to addressing inequity: utilizing community members as educators, developing community capacity to engage with science, and normalizing equitable processes. The study’s findings mark a contribution by the field of adult and community education to both Critical Science Agency and low-cost air monitoring literature, in addition to the Education for Sustainability literature by addressing the lack of focus on sustainability and equity by highlighting a community-based PAR project focused on developing local capacity of marginalized communities to address air quality issues.
{"title":"‘One Person Cannot Change It; It’s Going to Take a Community’: Addressing Inequity through Community Environmental Education","authors":"W. Griswold, Meera Patel, Edith Gnanadass","doi":"10.1177/10451595221145206","DOIUrl":"https://doi.org/10.1177/10451595221145206","url":null,"abstract":"Environmental injustice is often an intersection of economic, social, and environmental disparities. Addressing the inequities borne by communities overburdened with such disparities requires local learning opportunities. Exploring how and what participants learn during community education projects can help inform and improve practice, which was the focus of this study. This study reports on a larger community environmental education project involving participatory action research, which involved community residents in Chicago learning to monitor local air quality using low-cost air sensors. The experiences of 14 volunteer air monitors were collected using focus group interviews and analyzed using Braun and Clarke’s (2006) approach to thematic analysis. Participant learning focused on new and existing skills related to science/technology, interpersonal communication, and local environment. Volunteers built skills in using low-cost air sensors, taught other community members about air monitoring and local air quality, and devised strategies for improving community air quality and health. This exploration of the experiences of community residents learning to use low-cost air monitors has three applications to community education practice related to addressing inequity: utilizing community members as educators, developing community capacity to engage with science, and normalizing equitable processes. The study’s findings mark a contribution by the field of adult and community education to both Critical Science Agency and low-cost air monitoring literature, in addition to the Education for Sustainability literature by addressing the lack of focus on sustainability and equity by highlighting a community-based PAR project focused on developing local capacity of marginalized communities to address air quality issues.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"12 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89850274","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}
Pub Date : 2022-12-13DOI: 10.1177/10451595221143542
Fujuan Tan
Most would agree that concepts of diversity, globalization, and internationalization are important for the well-being of society. This notion is perhaps especially true in Appalachia, where the population is predominantly homogenous (Pollard & Jacobsen, 2020), and economic success and educational attainment lags the rest of the US (Greenberg, 2016; Pollard & Jacobsen, 2020). For those fully understanding the abovementioned concepts as well as the Appalachian region, the latter could arguably benefit from embracing the former. I am from China. I have spent 15 years in the US, first obtaining a PhD in adult and postsecondary education in the West, and then obtaining a faculty position at a regional university in the heart (the central subregion) of Appalachia, which has one of the least diverse populations in the country. I have faced challenges and learned lessons as I developed, found my place in, and pursued the promotion of diversity, globalization, and internationalization in central Appalachia. Below, I share my pathway to transformation, and my practice and reflection of teaching, scholarship, and service, in hopes they will help inform an understanding of the importance of infusing diversity and internationalization into institutions and programs of adult learning in the Appalachian area, and beyond. Moreover, learned lessons and techniques described may be of use to adult educators with similar missions all levels ranging from local to global.
{"title":"Promoting Diversity, Globalization, and Internationalization in Appalachia: Experiences of an International University Faculty Member","authors":"Fujuan Tan","doi":"10.1177/10451595221143542","DOIUrl":"https://doi.org/10.1177/10451595221143542","url":null,"abstract":"Most would agree that concepts of diversity, globalization, and internationalization are important for the well-being of society. This notion is perhaps especially true in Appalachia, where the population is predominantly homogenous (Pollard & Jacobsen, 2020), and economic success and educational attainment lags the rest of the US (Greenberg, 2016; Pollard & Jacobsen, 2020). For those fully understanding the abovementioned concepts as well as the Appalachian region, the latter could arguably benefit from embracing the former. I am from China. I have spent 15 years in the US, first obtaining a PhD in adult and postsecondary education in the West, and then obtaining a faculty position at a regional university in the heart (the central subregion) of Appalachia, which has one of the least diverse populations in the country. I have faced challenges and learned lessons as I developed, found my place in, and pursued the promotion of diversity, globalization, and internationalization in central Appalachia. Below, I share my pathway to transformation, and my practice and reflection of teaching, scholarship, and service, in hopes they will help inform an understanding of the importance of infusing diversity and internationalization into institutions and programs of adult learning in the Appalachian area, and beyond. Moreover, learned lessons and techniques described may be of use to adult educators with similar missions all levels ranging from local to global.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"70 1","pages":"117 - 120"},"PeriodicalIF":1.3,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76723088","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}
Pub Date : 2022-10-10DOI: 10.1177/10451595221129658
L. Baumgartner, J. Zarestky, Vincente Lechuga
Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics’ learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment the literature on bullying in academia. As a result of being bullied, women fundamentally changed their perceptions of themselves, others, their respective institutions, and their priorities. This study reveals how women can gain skills and have negative and positive changes in worldview. We offer practical suggestions for faculty, administrators, and institutions to promote learning from the experience of being bullied.
{"title":"Women Academics’ Learning as a Result of Being Bullied","authors":"L. Baumgartner, J. Zarestky, Vincente Lechuga","doi":"10.1177/10451595221129658","DOIUrl":"https://doi.org/10.1177/10451595221129658","url":null,"abstract":"Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics’ learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment the literature on bullying in academia. As a result of being bullied, women fundamentally changed their perceptions of themselves, others, their respective institutions, and their priorities. This study reveals how women can gain skills and have negative and positive changes in worldview. We offer practical suggestions for faculty, administrators, and institutions to promote learning from the experience of being bullied.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"121 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90336630","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}
Pub Date : 2022-10-04DOI: 10.1177/10451595221126664
R. Wright
This evocative autoethnography is an exploration of learning and perseverance during a particularly dark time in my personal and professional life. In a period of just over 3 years, my spouse and I dealt with the need for several surgeries, the Covid-19-Delta pandemic and subsequent isolation, social unrest, an insurrection in the U.S., and the tragic death of our son. Then, the D.Ed. program in which I teach was closed. Through this writing, I attempt to make meaning from these events and to share what I have learned.
{"title":"Teaching through Pain: Finding Peace, of Sorts, after Unimaginable Loss","authors":"R. Wright","doi":"10.1177/10451595221126664","DOIUrl":"https://doi.org/10.1177/10451595221126664","url":null,"abstract":"This evocative autoethnography is an exploration of learning and perseverance during a particularly dark time in my personal and professional life. In a period of just over 3 years, my spouse and I dealt with the need for several surgeries, the Covid-19-Delta pandemic and subsequent isolation, social unrest, an insurrection in the U.S., and the tragic death of our son. Then, the D.Ed. program in which I teach was closed. Through this writing, I attempt to make meaning from these events and to share what I have learned.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"6 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81992516","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}
Pub Date : 2022-08-19DOI: 10.1177/10451595211060078
Sunny L. Munn, Debaro Huyler, Gus Roque, T. Rocco, P. Delgado, Jocelyn Y. James
The ability to understand how our work-life experiences impact our pursuits as emerging scholars, parents, and individuals is critical to our successful performance in each role. We explore the intricacies of our work-life systems using collaborative autoethnography, a technique in which several autobiographical ethnographies are analyzed in a group. We use a critical lens to better understand our experiences as a consequence of socially acceptable norms and challenges to the status quo. It is our hope that by better understanding and discussing our work-life experiences as emerging scholars, others balancing these multiple identities will also find useful lessons. Self-reflection questions grounded in our findings and a free-write prompt from our initial data collection are shared as a starting point for others to begin their own autoethnographies.
{"title":"A Critical Discussion of the Work-Life Experiences of Scholar Practitioners","authors":"Sunny L. Munn, Debaro Huyler, Gus Roque, T. Rocco, P. Delgado, Jocelyn Y. James","doi":"10.1177/10451595211060078","DOIUrl":"https://doi.org/10.1177/10451595211060078","url":null,"abstract":"The ability to understand how our work-life experiences impact our pursuits as emerging scholars, parents, and individuals is critical to our successful performance in each role. We explore the intricacies of our work-life systems using collaborative autoethnography, a technique in which several autobiographical ethnographies are analyzed in a group. We use a critical lens to better understand our experiences as a consequence of socially acceptable norms and challenges to the status quo. It is our hope that by better understanding and discussing our work-life experiences as emerging scholars, others balancing these multiple identities will also find useful lessons. Self-reflection questions grounded in our findings and a free-write prompt from our initial data collection are shared as a starting point for others to begin their own autoethnographies.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"67 1","pages":"40 - 46"},"PeriodicalIF":1.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81457331","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}
Pub Date : 2022-08-13DOI: 10.1177/10451595221116380
Jonathan E. Taylor, Elizabeth Sondermeyer
Over 2000 years ago, Aristotle wrote of four distinct causes at play in the world we know. Those causes, the material cause, the formal cause, the efficient cause, and the final cause, were meant to refer to ontological and, by extension, epistemological concerns, and were powerful enough to be seized upon and used in some form by those of very different philosophical persuasions (i.e., rational humanists and neo-Thomists). These four types of causes are introduced here as an analytical tool to conduct both formative and summative curriculum assessments, and as a tool to analyze and develop curriculum. The fourth cause, particularly, adds analytical power to present program review conceptions because it positions the result of the program as a cause, rather than a mere output.
{"title":"Using Aristotle’s Four Causes to Evaluate and Revise Curriculum","authors":"Jonathan E. Taylor, Elizabeth Sondermeyer","doi":"10.1177/10451595221116380","DOIUrl":"https://doi.org/10.1177/10451595221116380","url":null,"abstract":"Over 2000 years ago, Aristotle wrote of four distinct causes at play in the world we know. Those causes, the material cause, the formal cause, the efficient cause, and the final cause, were meant to refer to ontological and, by extension, epistemological concerns, and were powerful enough to be seized upon and used in some form by those of very different philosophical persuasions (i.e., rational humanists and neo-Thomists). These four types of causes are introduced here as an analytical tool to conduct both formative and summative curriculum assessments, and as a tool to analyze and develop curriculum. The fourth cause, particularly, adds analytical power to present program review conceptions because it positions the result of the program as a cause, rather than a mere output.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"481 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82923078","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}
Pub Date : 2022-08-12DOI: 10.1177/10451595211069081
M. Stojanović
Using a personal narrative approach, I examine my experiences with teaching English to adults from a Balkan country. As I focus on understanding my teaching experiences, I frame my analysis through adult education theory to understand my role as an adult educator. The significance of this narrative comes from its focus on practice as I highlight the gaps in academic and professional development, challenges faced by, as well as developmental needs of English language teachers who teach adult learners in the Balkan context.
{"title":"A Teacher, an Advisor, and a Counselor: An Autoethnographic Narrative of an English Language Instructor","authors":"M. Stojanović","doi":"10.1177/10451595211069081","DOIUrl":"https://doi.org/10.1177/10451595211069081","url":null,"abstract":"Using a personal narrative approach, I examine my experiences with teaching English to adults from a Balkan country. As I focus on understanding my teaching experiences, I frame my analysis through adult education theory to understand my role as an adult educator. The significance of this narrative comes from its focus on practice as I highlight the gaps in academic and professional development, challenges faced by, as well as developmental needs of English language teachers who teach adult learners in the Balkan context.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"47 1","pages":"182 - 190"},"PeriodicalIF":1.3,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88068682","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}
Pub Date : 2022-05-30DOI: 10.1177/10451595221106171
R. A. Collins, Jeff Zacharakis
Through their history, adult education graduate programs have flourished and dwindled and sustainability always seems to be in jeopardy. This case study examines one program’s growth, decline, and continuous rebirth in the competitive higher education market and academic stratification. Throughout its 55 years of existence, faculty have risen from the ranks to embrace an entrepreneurial spirit and leadership. Through flexibility and diversification, the program has evolved to meet the needs of the current learners. This model is sustainable if all faculty focus on the program first and their own professional reputations second.
{"title":"Continuous Challenges: Case Study of a Sustainable University Adult Education Graduate Program","authors":"R. A. Collins, Jeff Zacharakis","doi":"10.1177/10451595221106171","DOIUrl":"https://doi.org/10.1177/10451595221106171","url":null,"abstract":"Through their history, adult education graduate programs have flourished and dwindled and sustainability always seems to be in jeopardy. This case study examines one program’s growth, decline, and continuous rebirth in the competitive higher education market and academic stratification. Throughout its 55 years of existence, faculty have risen from the ranks to embrace an entrepreneurial spirit and leadership. Through flexibility and diversification, the program has evolved to meet the needs of the current learners. This model is sustainable if all faculty focus on the program first and their own professional reputations second.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"26 1","pages":"111 - 116"},"PeriodicalIF":1.3,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75626825","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}
Pub Date : 2022-05-23DOI: 10.1177/10451595221094075
Merih Ugurel Kamisli, Aylin Akinlar
This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors’ and students’ motivation such as unstable internet connection, lack of student–teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers’ application of the TPACK framework are discussed.
{"title":"Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic","authors":"Merih Ugurel Kamisli, Aylin Akinlar","doi":"10.1177/10451595221094075","DOIUrl":"https://doi.org/10.1177/10451595221094075","url":null,"abstract":"This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors’ and students’ motivation such as unstable internet connection, lack of student–teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers’ application of the TPACK framework are discussed.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"111 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73512184","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}
Pub Date : 2022-05-18DOI: 10.1177/10451595221099569
Shannon A. B. Perry
{"title":"Book Review: Rituals for Virtual Meetings: Creative Ways to Engage People and Strengthen Relationships","authors":"Shannon A. B. Perry","doi":"10.1177/10451595221099569","DOIUrl":"https://doi.org/10.1177/10451595221099569","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74828333","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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