| Time | Description | Location |
|---|---|---|
| THE ADULT HIGHER EDUCATION ALLIANCE | ||
| Conference 2017—March 9-10, 2017 | ||
| University of Central Florida, Orlando | ||
| *GC – Global Corridor GCC – Global Communication Center MG – Millennium Gallery | ||
| 2017 Conference—Detailed Schedule:Thursday, March 9 | ||
| 8:00 am–9:00 am | Registration/Coffee | GC* |
| 9:00 am–10:00 am | Opening Session and Keynote Address | GCC |
| 10:00 am–10:15 am | Break | |
| 10:15 am–11:00 am | Writing Between the Lines Carrie Boden-McGill, Amy L. Sedivy-Benton, & Jennifer Holtz | MG #1 |
| Four Concurrent Sessions | Join us for this interactive session on mastering the hidden curriculum for tenure, promotion, and annual review. Topics will include: establishing a research agenda, completing the transition from writing a dissertation to writing for the tenure track, methods for meeting standards specific to a department, institution, and field, and how to rekindle interest in research, post-promotion. | |
| How the Model Minority Stereotype Create Victims of Crime Krystie T. Nguyen | MG #2 | |
| Racism is well documented in U.S. history. The ongoing misconception that somehow the Civil Rights Movement has eliminated racism between Whites and people of color has led to certain narratives being silenced. A case study using the narrative of an Asian American student is explored to shed light on how the Model Minority Stereotype (MMS) creates Asian American victims of crime. | ||
| Lightning and the Lightning Bug: Why Language Matters Beth Terrell | MG #3 | |
| Writers often rationalize that a good story idea is enough and that polished writing does not matter. However, when a piece of writing is meant for an audience, the reader’s experience is paramount. This presentation will discuss techniques writers can use to increase their readers’ enjoyment, engagement, and understanding of their material. | ||
| Understanding Barriers to Adult Learners in MEO Jung Min Lee & Robert I. Park | MG #4 | |
| The purpose of this study is to identify the barriers of adult learners in the SUNY Manhattan Educational Opportunity Center (MEOC) through an online survey. | ||
| 11:00 am–11:45 am Four Concurrent Sessions | Exploring Adult Education Theories Through Reflective Journal Writing Trish Holt | MG #1 |
| This session is about teaching adult education theoretical concepts through experiential learning and reflective journal writing. Following experiencing two divergent teaching methods, students share reflections and discuss the efficacy of the two approaches, their comfort levels, and reactions to each style. | ||
| Under Pressure: A Look at Barriers to International Student Success Heather Houser | MG #2 | |
| International students are important to higher education institutions as they promote cultural diversity, pay higher tuition rates, and are excellent scholars. Despite these functions and contributions, international students may be dismissed. This presentation will identify these students’ challenge areas and suggest retention strategies for student affairs professionals. | ||
| Narratives of Life Tennille Lasker-Scott | MG #3 | |
| Narratives are the most effective and genuine method in presenting the life stories of the disenfranchised in both an individual and societal context. Situated within the research, narratives provide a voice to a community, region, nation, and culture. This presentation will focus on enhancing the researcher’s skills in creating open-ended questions to construct and analyze the narratives. | ||
| Telling Your Story: Transitioning from Doctoral Study to Administration Lauren Murray-Lemon | MG #4 | |
| The lure of tenure is powerful – it’s a “job for life!” While many yearn for these positions, few will obtain them. With 140,000 doctorates awarded in 2013 and only 16,000 new professorship openings, 86% of graduates will be unemployed (NCES, 2014). This discussion will share strategies to tell your stories as you transition from the classroom to the board room (or wherever you decide to go). | ||
| 11:45 am–12:30 pm Four Concurrent Sessions | Developing Informal Communities of Practice to Enhance Law Enforcement Practice Jane Northup | MG #1 |
| In this session, I share my experiences with an informal Community of Practice comprised of a cohort of law enforcement officers studying criminal investigations using scientific evidence techniques. What began as a way to encourage collaboration between students became an effective community of practice among small groups that helped them improve their professional practice. | ||
| Can I Really Talk about Race? Finding Your “Voice” in Critical Conversations Kayon Murray-Johnson | MG #2 | |
| Many faculty genuinely want to promote social justice but fear the “race” conversation for different reasons. Since “everyone speaks from a position,” what if there were practical ways in which our own racial identity might help us “find voice” and facilitate race talk effectively? This presentation/study examines how experienced multi-ethnic faculty have learned to do just that. Come explore! | ||
| Connecting Adult Learners Through Social Media Carrie Johnson | MG #3 | |
| Many of our students are learning in a virtual world. Social media can be used to attract new students, as well as connect current learners and alumni. This session will discuss how various social media platforms have been successfully utilized by one individual degree program, as well at Alpha Sigma Lambda, the honor society for adult learners. | ||
| The Difference between Song Lyrics and Poetry Lisa Aschmann | MG #4 | |
| What is poetry? What are lyrics? Come participate in a discussion of the similarities and differences between poetry and lyrics, including their forms, aesthetics, uses, and agenda. | ||
| 12:30 pm–1:30 pm | Lunch | GCC |
| 1:30 pm–2:15 pm Four Concurrent Sessions | Grit, Perseverance, and the Academic Publishing Process Joann S. Olson | MG #1 |
| Making your way through the academic publishing process requires focus, stamina, and stubbornness—in a word, grit. Participants will explore research related to grit and perseverance and apply those strategies to the process of writing, submitting, and revising an article for publication. | ||
| Can Written Freirean Dialogues Enhance the Asynchronous Learning Environment? Jeff Aulgur | MG #2 | |
| This research effort utilized qualitative inquiry to collect data regarding adult learners’ perceptions of the educational, economic and socio-political aspects experience while enrolled courses in an accelerated undergraduate degree program. Freirean dialogical encounters were implemented through individual instructor student written exchanges. | ||
| A Sense of Wonder for Writers: Open Your Imagination to Beauty and Romance Tina Murray | MG #3 | |
| Based on the author’s chapter, “A Sense of Wonder: Why Every Creative Writer Needs One,” which appears in Enhancing Writing Skills, the workshop takes place in four phases: presentation and theory, guided meditation writing activity, and sharing/group discussion. The workshop is intended to help the writer access creative imagination. | ||
| REACH—Realizing Educational and Career Hopes Luz Nunez | MG #4 | |
| Have you ever worked with a student that lacked motivation or direction? Or have you had a student who suffered academically because they lacked the necessary support while attending school? The Community College of Rhode Island’s (CCRI) REACH program helps non-traditional students discover their occupational interests while providing support services to encourage academic persistence. | ||
| 2:15 pm–3:00 pm Four Concurrent Sessions | Transformative Learning Following Job Loss: A Retrospective Robert Benway | MG #1 |
| In 2003, I finished my doctoral dissertation on transformative learning following job loss. I decided to research what has happened in the field since then. I want to first review the published literature since I wrote the dissertation and identify changes that occurred in the job market. Second, I will comment on my own experience as I’ve worked through my career since 2003. I will engage with participants around their own experiences. | ||
| Helping Adult Learners Use Effective Presentation Skills to Hone Their Academic Voice Rita Kenahan & Kathy Peno | MG #2 | |
| In this session, we share our experience helping adult learners develop effective presentation skills aimed at honing their academic voice. Effective presentation skills including body language, tone and pace, use of adult learning principles, techniques of persuasion, etc. help make a presentation impactful. | ||
| Top Ten Tips for Building an Effective Resume and Cover Letter Bonnie Flynn | MG #3 | |
| The resume has evolved over the years becoming a professional marketing tool enabling the job seeker to put his or her best foot forward. Preparing a resume can be a daunting task, but being focused in your approach can make the process easier and more successful. This presentation includes the top ten things to consider when designing your resume and cover letter. | ||
| Promoting Engagement and Community in Online Courses: It’s All About the Writing Jeremy Schwehm, Jennifer Saxton, & Anette Stuckey | MG #4 | |
| For adult learners in online courses, writing is the predominant means by which all interaction takes place. In this interactive session, the presenters will introduce attendees to online learning strategies that match types of writing and assignments with learning management system tools to enhance adult student engagement in the online classroom. | ||
| 3:00 pm–3:15 pm | Break | |
| 3:15 pm–4:00 pm Four Concurrent Sessions | Unlocking the Secrets of Academic Writing and Publishing Kathleen P. King | MG #1 |
| Based on continuing research with graduate and doctoral students and faculty, discover how to develop and hone the skills needed to navigate the complex journey of academic writing and publishing. Key technology, organizational, and writing tools provide powerful levers for cultivating successful writers. Studied methods include peer learning and collaborations, on demand resources, peer review, coaching and more. This session includes an interactive presentation, discussion, Q&A, worksheets and other resources to create/renew/reframe your academic writing paradigm and possibilities! Join us for fun, inspiration, innovation, and learning. | ||
| The Connection between Brain Science and Written Expression Ideas for Writing Exploration, and Engage Possibilities in Writing Kemi Elufiede | MG #2 | |
| In recent studies, researchers have found that brain science has a direct relationship to written expression for conscious and unconscious thought patterns. To stimulate these cognitive processes, writers must accommodate experiential strategies in writing, assimilate new ideas for writing exploration, and engage possibilities in writing. | ||
| In the Beginning is the Story David San Filippo | MG #3 | |
| Before we begin to write, we must have a story to tell. Storytelling provides explanations for the unexplainable and a way to describe events, processes, and experiences in life. In this presentation, the art of storytelling will be discussed and how having a clear story to tell will support the writing process, in order to share the story. | ||
| Effectiveness on Blended Learning in Adult Education Ava M. Tabb | MG #4 | |
| For adult learners to achieve success, they must be exposed to a combination of instructional teaching methods, including blended learning. Research shows that blended learners can learn faster compared with solely instructor-led instruction; it enhances the retention of materials. | ||
| 4:00 pm–5:00 pm | Meet the Authors Reception Enjoy refreshments and an opportunity to meet and greet some of the authors from Enhancing Writing Skills for an informal opportunity to discuss all things mentoring. | MG Corridor |
| 2017 Conference—Detailed Schedule: Friday, March 10 | ||
| 8:00 am–9:00 am | Registration/Coffee | GC |
| 9:00 am–9:45 am Three Concurrent Sessions | Writing Groups: Collaborating for Increasing Success Marilyn Lockhart | MG #1 |
| As faculty, we are expected to publish. However, writing is typically a solitary activity. Using a research-based model, this session will create a one-time writing group opportunity for individuals to design a best practice model for their own use. Strategies and ideas shared during the interactive session are expected to build a new model for writing that can be used to increase success. | ||
| Giving Voice to Adult Learning Through Technology, Laughter, and Friendship Kara Clayton, Leslie Baker, Luz Nunez, & Nicole Hocking | MG #2 | |
| While there are many options for online learning, this group of peers utilized a variety of technology tools to support their learning and strengthen their cohort. Originally assigned to a study group in a synchronous graduate class, the presenters bonded and extended their collaboration throughout the program. | ||
| Adult Learners? A Trip Full of Early Childhood Practices in Finland’s System Bingbing Zhang | MG #3 | |
| This presentation draws a picture of how adult learners in the Early Childhood field made meaning of their experience on a Finland Study Abroad trip. A group of adult learners who are currently enrolled in certain Early Childhood program were investigated to look at their experiential learning. What and how did the adult learners experience? Cultural comparisons? Previous experience? Or surprise findings!! What are the transformational impacts that occurred? | ||
| 9:45 am–10:30 am Three Concurrent Sessions | Shaping the Conversation: Lessons from Creative Writers for Academic Research Carrie Boden-McGill & Emmanuel Francois | MG #1 |
| From wisdom on deferred creativity and regret, to the call for integration of work, self, and relationship to others, to guidance on “big magic,” creative writers offer insight that can be utilized by academics on how to have, shape, and continue conversations that matter. Join us in this interactive session to translate these lessons from creative sages into the context of academic research. | ||
| Virtual Collaborative Mentoring to Develop Graduate Students’ Academic Voice Kathy Peno | MG #2 | |
| In this session, we share our experience with collaborative, virtual mentoring, between a faculty member and four doctoral students studying Adult and Higher Education. What began as a way to support multiple students became an effective community of practice between the four students in a virtual and face-to-face environment that helped them develop their academic voice. | ||
| Thoughtfully Designed Online Courses as Effective Adult Learning Tools Ryan Tainsh | MG #3 | |
| This work attempts to associate the principles of quality online course development with six assumptions of andragogy. Each principle will be linked to one or more of Knowles’ andragogical assumptions and examples given. The conclusion is that online course development informed by these principles, leads to a course serving the needs of adult learners well. | ||
| 10:30 am–10:45 am | Break | |
| 10:45 am–11:30 pm Three Concurrent Sessions | Preserving the Voices of Adult Educators Len Bogner & Brett King | MG #1 |
| The Adult Education and Safety Science Department and the Center for eLearning and Connected Environments at the University of Central Oklahoma have initiated the Adult Education Video Interview Series. Presenters from UCO will be holding a conversation about this series, welcoming thoughts on how to forward with the two-fold purpose of recording our history and sharing it with future generations of adult educators. | ||
| The Walking Dead: Teachers and PD Nikki Buyna | MG #2 | |
| Want to make your professional development meetings more powerful? Tired of the "sit and get" format and the zombies (aka teachers) in the crowd? We will evaluate best practices for engaging faculty to create an atmosphere where brains are for innovating and not for noshing. Teacher voice and technology can empower and personalize the PD experience. | ||
| Student Voices in Prior Learning Assessments Xenia Coulter & Alan Mandell | MG #3 | |
| Many researchers report that the adult student voice is not valued by those assessing knowledge the student has acquired outside the academy. Required language and expected content tend to “squeeze out” the student’s own voice. How might universities find ways of assessing prior knowledge without rejecting the student’s authentic expression? | ||
| 11:30 pm–12:15 pm Three Concurrent Sessions | Writing a Dissertation: Tools for Success Anne Montgomery | MG #1 |
| A discussion of keywords, note taking, and document organization provide examples on the choice use of technology tools to support the writing process. The areas reviewed are the literature review, connecting the cloud to the word processor, and accessing notes, references materials, and results to streamline writing results. | ||
| The Importance of Digital Literacy in Adult Education Kara Clayton | MG #2 | |
| Digital literacies are growing at an insurmountable rate and have expanded the reach for Adult Education to grow beyond the four walls of a classroom. As such, it is important for adult educators to use digital tools to provide unique learning and collaboration opportunities. This interactive presentation will showcase three free, easy to use, digital tools to enhance learning for adult educators. | ||
| Technology Use among Older Adults: Florida Versus National Institutes William Young & Jung Min Lee | MG #3 | |
| The purpose of this study was to identify and then compare the differences between Florida Osher Lifelong Learning Institute(OLLI) members and non-Florida institute members related to demographic factors, current and future OLLI courses (areas of course interest and course delivery methods), use of technology, and relocation after retirement. | ||
| 12:30 pm–1:30 pm | Lunch Business Meeting and Panel Discussion | GCC |