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AAACE 2017 Election Bios
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President-Elect Position

Charles Baukal, Jr Ph.D, Ed.D

Vision Statement

Adult education is more important than ever as many people are working longer and making significant career changes requiring additional knowledge and skills, technology is changing rapidly necessitating training, and increasing legal requirements demand ongoing education to keep up with changing laws and regulations. AAACE is poised to provide leadership for this increased demand for continuing education with a very strong governing board and a healthy financial balance sheet.

AAACE has made some impressive strides over the past couple of years particularly with the hiring of a professional association management company, a concerted effort to partner with other relevant organizations, an overhaul of the bylaws and policies and procedures manual, and the addition of a Director from the newly formed Graduate Students Commission. My vision is to continue that momentum and to focus specifically on a few key areas.

AAACE should be the premier organization for adult education but it still seems that we meet people in our field who know little if anything about it. This includes not only students studying in the field but many long-time practitioners. The first key element of the vision is increasing AAACE’s visibility by further improving the website, enhancing outreach through social media, partnering with appropriate organizations including attending their conferences, and possibly advertising in selected magazines and journals related to our field. There appears to be good recognition of AAACE among academics but not nearly as much recognition from those designing and delivering adult education courses. AAACE can be particularly beneficial to the latter as we can provide tools and information to help them do their jobs more effectively. Many practitioners are fairly isolated from other trainers and would benefit from the type of information AAACE can provide.

The second element of the vision is to enhance membership engagement. In these days of ever-tightening budgets and numerous potential organizations that could be joined, AAACE needs to have a clear value proposition and be the organization of choice in our field. A formal survey and/or focus group(s) would be ways to get feedback on the needs and desires of our members to determine what changes could be made to meet them.

Its premier journals and annual conference are two important elements of AAACE’s value proposition. The smaller size of our conference has made it challenging to find suitable venues. There have been discussions about possibly partnering with another organization for a joint conference. A third element would be to further explore the possibilities.

The fourth element is to more proactively disseminate adult education theory, research, information, and best practices. Organizations like the Association for Talent Development (ATD) are effective at producing materials that can be used by practitioners to improve their instruction. However, the methods are not always supported by theory and research. AAACE can help practitioners by showing which methods are supported by research and which are not. Therefore, an emphasis is recommended on translating research to best practices.

Statement of Background

Since 2002, Chuck Baukal has been Director of the John Zink Institute (JZI) which he founded. JZI is part of the John Zink Company (JZC) in Tulsa, Oklahoma that makes industrial combustion equipment. JZI trains plant operators and engineers to use JZC’s equipment safely and efficiently while minimizing pollution emissions. This includes 1 – 4 day courses in Tulsa and at customer plant sites as well as through online instruction. Chuck is also an instructor for many of JZI’s continuing education courses.

Chuck has worked as a practicing engineer for over 35 years in the field of industrial combustion and earned an employer-sponsored Ph.D. from the University of Pennsylvania while working full time. He worked in research and development and engineering management and earned an employer-sponsored MBA while working full time before becoming JZI’s Director. Having no formal training in education, he completed employer-sponsored MEd and EdD degrees after becoming JZI’s Director. Chuck has many registrations and certifications earned through adult education. He has taught engineering and business courses as an adjunct for over 30 years. He has lots of experience in the administration, instruction, and participation in continuing education.

Chuck serves on many advisory boards and is an active member of many organizations. He is an inventor on 11 U.S. patents and author/editor of 14 books on industrial combustion. Besides engineering, he has published extensively on the engineering education of both students and working professionals.

Click here to view Charles' vita.

Larry Martin, Ph.D. 

Vision Statement

Over the last 20 years, AAACE has experienced a significant shift in membership as core membership elements have opted to form independent self-sustaining organizations and conferences. For example, scholars and practitioners interested in workplace training and development have opted to create the Academy for Human Resource Development, adult literacy and basic education teachers and administrators have migrated to the Coalition of Adult Basic Education, and scholars and practitioners interested in a focus on adult learners have formed the Transformative Learning Conference. The creation of multiple organizations to serve the needs and interests of targeted individuals and learning communities have weakened our collective ability to influence national policy initiatives. Consequently, there exists a national policy advocacy void for adult and continuing education in America.

The existing policy void represents a strategic opportunity for AAACE to coalesce with major stakeholders to form a powerful voice on behalf of all adult learners, practitioners, and scholars. There is a need for collaborative stakeholder arrangements to create a more informed and united national vision in support of research-based adult education programs and learning opportunities. Consequently, the association should continue its efforts to provide a national policy voice for the field. However, these efforts should energetically engage our interorganizational partner organizations and our membership.

While the association should continue to meet the needs of its core constituencies, it should also explore the possibility of developing another key core constituency. For example, the association could investigate the possibility of targeting for membership literacy educators and postsecondary educators who provide learning experiences for adults seeking a bridge between a high school diploma and a college degree. Per the U.S. Census, there are about 62 million adults with only a high school degree, and approximately 35 million adults who have some postsecondary experience but do not possess a college degree. These adult learners have learning needs that differ from those of adult literacy students and those of typical remedial college students. As our economy continues to trend toward valuing a college degree, many of these adult learners without a degree will likely explore the possibility to enter college. However, the great majority of them will find that they do not qualify. Therefore, they will likely seek to enroll in remedial college preparation programs and courses.

The association should also identify ways to partner with U.S. government grant agencies (e.g., the National Science Foundation, Institute for Education Studies, Department of Education, Department of Labor, and others), and philanthropic organizations (e.g., the Kellogg Foundation, Spencer Foundation, Ford Foundation, and others) to provide financial support to encourage scholarly research. Optionally, a primary goal would be to identify the best practices for the development and delivery of timely, affordable, and appropriate adult education and learning opportunities for the wide variety of adults interested to pursue learning opportunities. The association should build the infrastructure to provide second-to-none support for adult educators seeking to assist adult learners to more fully develop their human potentialities.

Statement of Background

An engaged member of AAACE for over 36 years, Larry G. Martin is Professor Emeritus of Adult and Continuing Education Leadership at the University of Wisconsin-Milwaukee. As a university faculty member for over 37 years, he routinely taught graduate courses on program planning in adult education, administration of adult education programs, evaluation of adult education programs, strategic planning and budgeting, and others that are important to the development and training of competent adult education leaders and administrators. He has served in several leadership roles within AAACE and its affiliates, e.g., Chair of the Commission of Professors of Adult Education, President of the Wisconsin Association for Adult and Continuing Education, and Director of the Milwaukee Council for Adult Learning. For 19 years, he served in several administrative roles in higher education, including over 12 years as a Department Chair, and 8 years as the interdepartmental Director of an Urban Education Doctoral Program. A 2015 inductee into the International Adult and Continuing Education Hall of Fame, he has published three edited books, numerous articles and book chapters, and conference proceedings. His latest publication is the forthcoming collaborative 4-print volume (and a 5th electronic volume) text on Mapping the Adult and Continuing Education Field: An International Compendium. A co-publication of Stylus Publishing and AAACE, it is co-edited by Professors Alan Knox, Simone Conceição and Larry G. Martin. He earned a Ph.D. at University of Wisconsin-Madison. 

Click here to view Larry's vita.

Lori Risley Ed.D., MSN, RN

Vision

The world is rapidly changing around us. We must be ready for tomorrow, today. Lifelong Learning and collaborations continue to be key components in shaping tomorrow.  Up until now we have mainly serviced the preparation of graduate students [Master’s & Doctoral] for professionally serving the constituencies of the American Association for Adult and Continuing Education (AAACE). Now, there are an increasing number of undergraduate [Associate & Bachelor] and non-formal [Certificate & Vocational] programs preparing practitioners.  It is vital, now more than ever, that we recognize and include both practitioners and scholars - a rich collaboration of diverse learning and working together to create a better tomorrow.  This is what I envision for AAACE.   This vision creates a long-term destination for our organization and provides us with a "Roadmap" for succeeding together.

 

ROADMAP

 

My vision for AAACE serves as a ROADMAP for guiding every aspect of our organization by describing what we need to accomplish in order to continue contributing to human fulfillment and positive social change.

  • People: Create a lifelong learning environment where people are inspired to positively change the world.
  • Inclusive: Foster an environment welcoming to all level of practitioners and scholars; today's learner is tomorrow’s practitioner and/or scholar.
  • Portfolio: Bring to the world a portfolio of rich knowledge and abilities allowing for adult growth and development.
  • Partners: Nurture a network of committed practitioners and scholars; together we create mutual, enduring best practices.
  • Responsive: Recognize and respond to the ever changing and often challenging needs of the members and constituencies we serve.
  • Productivity: Be a highly dedicated, effective, lean, and forward-thinking organization.

Statement of Background

Lori M. Risley started her career as a Registered Nurse before following her passion into adult education.  Her interest in lifelong learning and passion for helping others reach their learning goals evolved over the course of her own nontraditional journey in higher education.  As a thirty-something single mom she started an Associate of Nursing Program never dreaming her journey would lead to Doctoral studies, faculty appointments in Nursing and Adult Education, research-including the practice of adult learning, specifically practicing and identifying  trust in the learning environment both face-to-face and online and in higher education, specifically portfolios for college credit. 

Her commitment to lifelong learning at any level allows her to be an advocate for practitioners and scholars alike.  Her firm belief that practice drives research and research informs practice is a model she exhibits in her duties at the University of Central Oklahoma (UCO) where she is the coordinator of the Masters of Adult and Higher Education Program and responsible for the Prior Learning Portfolios for College Credit initiative.  Both roles inform her practice and scholarship. In her time at UCO she has presented with and mentored numerous undergraduate and graduate students introducing them to multiple professional organizations, conferences and scholars while encouraging them to explore their interest in the practice and or scholarship within the field.

Click here to view Lori's vita.


Director at Large Position

Kenda Grover Ed.D.

Vision

I established membership with AAACE in 2010 and have attended and presented at the conference almost every year since. In 2016 I decided to increase my involvement by taking on a small role on the Conference Planning Committee and this year agreed to lead the planning for Connection Central at the 2017 conference in Memphis. This year I also accepted the invitation to serve on the Awards Committee.

I am certain that one of the best ways to learn more about an organization is to become involved in at least a minimal way beyond that of just being a member. In different aspects of my personal and professional life, this has resulted in experiences that have impacted me in so many positive ways. Through my involvement in AAACE in particular I have gained a better understanding of and appreciation for the field. My involvement has also resulted in my students’ and even a few colleagues’ involvement, which is perhaps one of the most gratifying aspects of my own membership.

I also believe we are responsible for our own professional development. As an assistant professor at a research-focused institution this means finding ways to improve my skills as a researcher and exploring innovative teaching methods. My own continuous learning is critical if my teaching is to be relevant and meaningful for my students. In the cases of both research and teaching, other people serve as my most significant resources. Through AAACE I have made connections with other faculty members across the country whose programs are similar to my own, networked with members to develop my research and teaching skills, and have received advice on projects on which I am working.

The primary reason I have continued my AAACE membership and conference attendance is because I appreciate the developmental culture of the organization. I find other members of AAACE to be encouraging, collegial, and respectful of my efforts to engage in the field. While I do not have a specific vision for AAACE, if prior experience with other groups is any indicator, ideas materialize as I learn more about the direction of the organization. There always seems to be space for anyone looking to impact the direction of the group. One aspect of AAACE I do find valuable and would like to see advanced is a focus on practitioners in the field. Most of the students in our program do pursue faculty roles if they are not already in one; they are in positions where they are planning education programs for adults in other environments. While theory serves as a foundation for what I teach, students benefit from practical knowledge and ways to reach the adults learners with whom they work. It is important for me to play a part in maintaining this particular emphasis of the organization. Beyond that, I am willing to learn about the goals that have been established for AAACE and do my part to advance its mission and purpose.

Statement of Background

Currently I am an Assistant Professor of Adult and Lifelong Learning at the University of Arkansas where I also serve as the program coordinator for the master’s program. This August I will submit my dossier for promotion and tenure. I teach master’s and doctoral level courses for the ADLL program, which is part of the department of Rehabilitation, Human Resources, and Communication Disorders. Before accepting the faculty position, I served as the RHRC Assistant Department Head. My professional involvement includes the American Association for Adult and Continuing Education, where I serve on the conference planning committee and the marketing subcommittee, and now have added the responsibility of planning activities for Connection Central, another element of the conference. In addition to AAACE I am involved with the Eastern Educational Research Association, where I served for many years as the Director of Communication and now as the Director of Awards, and am a reviewer for the Journal of Research in Education.

My involvement in the field includes serving on advisory boards for area organizations as well, including the Fayetteville Adult Education Center and the adult education programs at Northwest Technical Institute and Northwest Arkansas Community College. Other service responsibilities include those at my own institution, where I have been a member of the Graduate Council and the University Course and Program Committee at the university level, and as chair of the COEHP College Course and Programs committee. My research interests include Communities of Practice (CoP), self-directed learning, and adult education leadership.

Click here to view Kenda's vita.

Lori Risley Ed.D., MSN, RN

Vision

The world is rapidly changing around us. We must be ready for tomorrow, today. Lifelong Learning and collaborations continue to be key components in shaping tomorrow.  Up until now we have mainly serviced the preparation of graduate students [Master’s & Doctoral] for professionally serving the constituencies of the American Association for Adult and Continuing Education (AAACE). Now, there are an increasing number of undergraduate [Associate & Bachelor] and non-formal [Certificate & Vocational] programs preparing practitioners.  It is vital, now more than ever, that we recognize and include both practitioners and scholars - a rich collaboration of diverse learning and working together to create a better tomorrow.  This is what I envision for AAACE.   This vision creates a long-term destination for our organization and provides us with a "Roadmap" for succeeding together.

 

ROADMAP

 

My vision for AAACE serves as a ROADMAP for guiding every aspect of our organization by describing what we need to accomplish in order to continue contributing to human fulfillment and positive social change.

  • People: Create a lifelong learning environment where people are inspired to positively change the world.
  • Inclusive: Foster an environment welcoming to all level of practitioners and scholars; today's learner is tomorrow’s practitioner and/or scholar.
  • Portfolio: Bring to the world a portfolio of rich knowledge and abilities allowing for adult growth and development.
  • Partners: Nurture a network of committed practitioners and scholars; together we create mutual, enduring best practices.
  • Responsive: Recognize and respond to the ever changing and often challenging needs of the members and constituencies we serve.
  • Productivity: Be a highly dedicated, effective, lean, and forward-thinking organization.

Statement of Background

Lori M. Risley started her career as a Registered Nurse before following her passion into adult education.  Her interest in lifelong learning and passion for helping others reach their learning goals evolved over the course of her own nontraditional journey in higher education.  As a thirty-something single mom she started an Associate of Nursing Program never dreaming her journey would lead to Doctoral studies, faculty appointments in Nursing and Adult Education, research-including the practice of adult learning, specifically practicing and identifying  trust in the learning environment both face-to-face and online and in higher education, specifically portfolios for college credit. 

Her commitment to lifelong learning at any level allows her to be an advocate for practitioners and scholars alike.  Her firm belief that practice drives research and research informs practice is a model she exhibits in her duties at the University of Central Oklahoma (UCO) where she is the coordinator of the Masters of Adult and Higher Education Program and responsible for the Prior Learning Portfolios for College Credit initiative.  Both roles inform her practice and scholarship. In her time at UCO she has presented with and mentored numerous undergraduate and graduate students introducing them to multiple professional organizations, conferences and scholars while encouraging them to explore their interest in the practice and or scholarship within the field.

Click here to view Lori's vita.


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