Continuing Higher Education Summary

Keeping in line with Marietta College’s statement on Diversity and Inclusion, it is important to map out a plan to make sure we are living up to the mission of the college. In order to fulfill this mission, it is necessary to have students from diverse backgrounds represented on campus. However, having students on campus is only one aspect of D&I work. Understanding the make-up of the college and the surrounding city, it is necessary to ensure these students have the support to be retained through graduation. In this effort, I propose the creation of a three part program that will assist in this effort. This plan will involve

The National Urban League mission grows out of a necessity in our country because too often Blacks have not been given the proper resources that can help them succeed. My diverse skillset as a leader, communicator, researcher, and writer can continue to help the organization live out its mission, which is more important than ever given the current indifference of African-Americans most pressing concerns. In fact, I enjoy using the jack-of-all-trades card. As a former member of the student government association, I am aware of the importance of researching initiatives and implementing them. Moreover, your emphasis of “empowering communities” is also consistent with the type of work I have done as a senator as I looked to empower students with creating positive change.

The theory of adult learning is the assumptions about how adults learn. Emphasizes the value of the process of learning in adults ("Adult Learning Theory," 2007). Malcom Knowles and American practitioner and theorist of adult education defined is as an art and science of helping adults learn ("Adult Learning Theory," 2007). Knowles also defined six adult learning principles as adults are internally motivated and self-directed, adults bring life experiences and knowledge to learning experiences and are goal orientated. They also relevancy oriented and are practical learners who like to be respected when in the classroom ("Adult Learning Theory," 2007). As educators, we need to foster the adult learner’s internal motivation to learn. Develop a rapport with the adult learner, encourage them to ask questions and explore concepts. Some adult learners come with years of experience and knowledge, with this as an instructor or teacher we need to harvest this information and have them apply it to their

An idea to begin with in relation to program planning, fosters the development of a program for higher education professionals in relation to adult learners and campus climate. Our idea was to hypothetically create a webinar for adult learners that would benefit professionals in the field of higher education. We wanted to focus on the topic of campus climate, because that is a hot topic in student affairs. This type of program will provide easy access to learning to a multitude of individuals and should be extremely cost efficient.

Abstract Aimee Horton and Malcolm Knowles were giants among lifelong learners and had many similarities as well as several contrasts. Their passion was adult learning. Both spent their career passionately facilitating learning for adults while achieving advanced degrees. The two scholars were very similar in their desire that all adults wanted to and could learn. They saw a rapid ever-changing world and the need to adapt to ensure that adult learners was not left behind or taught like children.

Indigent populations, multicultural communities, impoverished residents and neighbors, and general urban blight are challenges that I expect to successfully encounter during my experience as a medical student at LKSOM. The community I grew up in was defined by hard working people who believed it was important to give back to neighboring cities, especially those in need. My father is an anesthesiologist, and my mother is the founder of a non-profit organization, which teaches therapeutic yoga to underserved populations. It has been a dream of

This opportunity welcomed me into a community fondly referred to as “Black NCSU.” At the African American Cultural Center, I was surrounded by love and support from both students and staff who wanted to see me succeed on campus. Having a community of intelligent and successful black staff members was an escape from the daily exhaustion of being black in a predominately white institution. Each microaggression was fuel for my intense fire to see a change on campus, which was representation. Representation is important because it gives those who come after us the motivation to strive for more: “I am because you are, you are therefore I am.” With this new motto in mind, I applied to be an Orientation Leader with New Student Programs. Fortunately, I was granted a position as one of six other African American students. Knowing how fortunate I was to have this opportunity I used my position as an Orientation Leader to welcome the class of 2020 to the university. However, I will acknowledge my own bias. I paid special attention to students and families of color as I wanted to be a familiar face to inform them of spaces for black students. I was further able to reinforce this familiarity as a Multicultural Symposium Counselor through Multicultural Student Affairs (MSA). MSA gave me a platform, a voice, to reach younger students of color and pass on the message of

This continuing education course is a response to the January 9, 2015 report in the Journal of Emergency Medical Services (JEMS) about risks for emergency medical technicians (EMTs). Bryan Fass, ATC, LAT, CSCS, EMT-P (ret.) asked readers to remember all the brand-new EMTs they have observed firsthand. Most of those freshman EMTs were fit, healthy, and happy…for the first 14-16 months on the job. Despite thousands of dollars in training, they were put on the street with NO education about ergonomics, nutrition, fatigue management, or self-care. Within months they were burned out, stressed out, nutritionally compromised, overweight, and sleep-deprived. The report concludes that with good nutrition and fitness as a priority, “the negative effects

Thank you for sharing an insightful post. It seems that Malcolm Knowles’ Model is suitable for all courses of study that are comprised of adult learners. Program planner must understand the aspects of the learner needs prior to establishing guidelines for their material. Whether program planners are novices or experts it is vital for them to have a working knowledge base related to learning in adulthood, cultural differences, building relationships, power and negotiations, and technology which can be obtained using Malcolm Knowles’ Model (Caffarella & Daffron, 2013). Would you agree with this statement?

In the article, The Chronicle of Higher Education it talks about how technology effects education. From the fact that technology is taking away from the want to go to college due to google search to the influences it has on our understanding. I totally agree with the articles ideas about technology and its advancements effects on humans. Technology affects our daily routine, affects our education and an even affects how we think. Higher education is less valued because of technology and so is face to face communication. We no longer value saying hi to a stranger at the store or even meeting dates in person seems a little outdated due to online dating.

Computer-based instruction, or CBI, is widely used to deliver content to learners of all ages. Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of CBI vary, particularly when considering computer-based instruction for adults. In 2005, researchers Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an effective CBI experience with adult learners and then drew five conclusions based on their investigation. Lowe and Holton (2005) acknowledged a need for both external support and instructional support if an adult learner’s CBI experience will be deemed positive. Of their five conclusions, this one was of particular interest to me based on the different computer-based instruction experiences I have had.

Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

Dr. Callis stressed the importance of giving our guests the fullest of our attention because each and every speaker brought an opportunity to learn from those who have been successful and have been in the same situations we find ourselves in now. What made Dr. Callis an excellent professor was not only his desire to see us succeed, but the fact that he pointed out that we needed to remain aware of the people we were. I’ve always had a strong desire to give back to people. I’ve helped the homeless, built shelters for animals, worked at food banks, and various other tasks for most of my last four years. As a businessman I would love to work for a non-profit organization or perhaps even start my own, and Dr. Callis has really stuck a chord with some of his lectures. One day we came into class and Dr. Callis addressed us about racism, and sexism, and how we should never let these things go without speaking up. We should never allow women to be taken advantage of, we should never let others oppress others, we should always recognize that we are all human beings, and that is the kind of career in business I want to

The adult learning theory Also known as andragogy is the concept of Adult learning as a science in the field of education. Created by Malcolm Knowles , the theory is comprised of four different concepts. A fifth concept was later added by Knowles. within these different concepts, Knowles set forth compilation of expectations for educators within the Adult Education community. Firstly, he suggests setting a corporative climate in the classroom for learning. (Knowles, 1984, p.76) An assessment of the learners needs and a compilation of objectives and educational activities to help learner reach needs