AEGT 2020 – Save the Dates!

Adult Education in Global Times: An International Research Conference

Make plans now to join us on the beautiful campus of the University of British Columbia for this unique multi-organization research conference featuring presentations by scholars from throughout the world. The call for proposals will be distributed no later May 1, 2019. Save the dates now for this unique opportunity to be part of a global conversation about research and scholarship on adult learning and education.

 ·      Dates: June 4-7, 2020

·      Location: University of British Columbia, Vancouver, Canada

·      Primary host organization: Canadian Association for the Study of Adult Education (CASAE)

·      Primary UBC contact: Thomas J. (Tom) Sork, Adult Learning and Education Group, Department of Educational Studies, Faculty of Education (tom.sork@ubc.ca); +1 604-822-5702.

·      Other partnering organizations:

o   Adult Education Research Conference (AERC)o   Adult Learning Australia (ALA)

o   American Association for Adult and Continuing Education (AAACE)

o   European Society for Research in the Education of Adults (ESREA)

o   Indian Adult Education Association (IAEA)

 o   International Society for Comparative Adult Education (ISCAE)

 o   Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA)

    More information to follow!

2018 CPAE Awards

DEADLINE: August 1, 2018

We are seeking applications for the 2018 CPAE Early Career Award and the 2018 CPAE Career Achievement Award described below. Full applications for these awards should be submitted to Bo Chang and Steve Schmidt, CPAE Awards Committee Co-Chairs by August 1, 2018.  Submission of these materials should be done by email with pdf attachments of the required documents to schmidtst@ecu.edu and bchang@bsu.edu.   

Early Career Award

This award honors individuals who are in the early stages of their academic career, and who have made significant contributions in scholarship and service to the field. Each year CPAE seeks to honor one individual at the assistant professor level or equivalent who demonstrates excellence in research and publication and potential capacity for leadership in the field. Nomination letters should be included with the full submission package and should include a clear rationale for why the person should be considered. The nominator should also solicit two letters of support from colleagues to be included in the application package.  The nominee should submit one packet of information that includes the components noted below. 

Nomination Process
By August 1, 2018, the nominee is required to submit a packet of information (preferably one .pdf document) that includes the following:

·      Nomination letter (written by the nominator).  Individuals may not self-nominate.

·      Two letters of support from colleagues (these letters should be solicited by the nominator)

·      A packet of materials, not to exceed 25 pages, including a cover letter, current CV, materials representative of his or her work, and the three letters noted above.

Career Achievement Award

The Career Achievement Award recognizes the scholarly contributions of individuals who, over a sustained period of years, have deepened the knowledge base of the field through a solid, sustained, scholarly agenda.  Offered every three years, beginning in 2001, CPAE will honor one individual who has produced a body of work regarding a particular problem, topic, or area within the discipline over the course of at least 7 to 10 years. Two key questions will guide the awarding of this honor:

• To what extent has the research moved us ahead and brought us to a greater understanding and/or opportunities to seriously reconsider previous understanding?

• To what extent does the work of this individual stand as a solid example of and offer encouragement for progressive research for the field?

A person must be nominated by someone other than him/herself.  The person making the nomination will contact the individual being nominated to seek his/her approval. 

Nominations Process

By August 1, 2018, the nominator is required to submit one packet of information (preferably one .pdf document) that includes the following:

·      Nomination letter (including the nominee’s name and all pertinent contact information).
·      A signed letter from the nominee accepting the nomination
·      Two additional references
·      The nominee’s CV 

Selection Process and Award Presentation

The award recipients will be selected based on the materials submitted by a committee of four academic adult educators, with at least one at the full professor level. Nominees will be notified of the results prior to the CPAE Co-Conference.

The presentation of the awards will be made at the CPAE annual meeting in October in Myrtle Beach.

A Visit with our Partners in the UK....

On March 21-23, we (Steve Frye and Jonathan Taylor) had the opportunity to spend three days with members of our new partner association from the UK, the Universities Association for Lifelong Learning in Higher Education (UALL).  Their annual conference was held at Cambridge University on the Downing College campus.  The conference theme was Opportunities for Lifelong Learning in a Changing World. 

We enjoyed some amazing networking opportunities with newfound colleagues from England, Ireland, Scotland, and Wales, as well as visitors from Turkey, Denmark, Canada, and the US.  We were welcomed and included as colleagues.  As was evident in the theme, the issues and challenges facing adult educators transcend national boundaries.  The conference was opened with comments by UALL Chair, The Rev’d Canon Professor Peter Neil (I feel a new title coming on!).  In one particularly enlightening keynote, Nicola Dandridge, Chief Executive of the Office for Students, discussed the changing environment of higher education in the UK.  Change is everywhere, and many of the challenges facing adult educators in the US are shared challenges.  It was encouraging to explore and learn from educators in many ensuing conversations.  Sten Tiedemann from the University of Copenhagen challenged the group with stories of how “The People’s University” is creatively reaching out to adult learners in Copenhagen in the midst of dramatic reductions in funding.

We had the privilege of presenting some of our recent research during the Thursday session, and enjoyed excellent conversations and feedback.  Jonathan presented on an international panel the last day, which focused on present challenges faced by adult and continuing education across the globe. Both of these opportunities provided valuable exchanges and increased insight.

Immediately following the panel discussion, Jonathan participated in a formal signing ceremony that recognized the partnership agreement between UALL and AAACE.  The leadership of UALL also celebrated partnership MOUs with the Canadian Association for University Continuing Education (CAUCE), The Higher Education Lifelong Learning Ireland Network (HELLIN), and the Turkish Council for Continuing Education (TUSEM).  It is good to see that other organizations are recognizing the growing need to expand our social networks.

Our experience with UALL highlights one aspect of the highly meaningful partnerships our association has formed with other educational organizations and associations across the world and reminded us again why it is so important that we continue to foster these collaborations with others who are engaged in similar work. It was a privilege representing AAACE at that conference and we look forward to many similar opportunities for others in our association as we continue to develop partnerships in the future.

https://www.uall.ac.uk/uall-2018-annual-conference

This year the Annual Conference was held at Downing College, Cambridge, over 3 days from 21^st to  23^rd March – with an informal start on the Wednesday afternoon at which delegates could meet for networking and interest group meetings, including an always-popular seminar for new researchers entitled Writing up your Research for Publication. That evening there was an informal buffet in which delegates, especially international visitors, were welcomed, and Conference regulars had the opportunity for catching up with old friends and colleagues.

This year the theme of the Conference was Opportunities for Lifelong Learning in a Changing World. In recent years, the UK has seen dramatic changes in our field. Part-Time study has been severely damaged by the Government’s introduction of higher fees with enrolments by adult learners reduced by almost 50% in the last five years and widening access to higher education for non-traditional students a significant and sometimes controversial policy area. UALL is very active in promoting recognition of the issues facing lifelong learning students at both policy and provider level. Therefore, we were extremely fortunate that following the formal opening of the Conference on the Thursday morning by the UALL Chair, the Reverend Canon Professor Peter Neil and a welcome to the University by Pro-Vice Chancellor Graham Virgo, the opening keynote speaker was Nicola Dandridge CBE, Chief Executive of the Government Office for Students (OfS). This organisation replaced the Higher Education Funding Council for England, and merged with the Office for Fair Access to create a new structure for higher education and wider access, in which the funding is student-based rather than institutional.

This has significant strategic implications for lifelong learning and we were fortunate that the timing of this keynote coincided with this major new development. The speaker addressed the Conference theme of Opportunities for Lifelong Learning in a Changing World and outlined the future role of the new OfS in providing for the non-traditional learner. The ensuing discussion was a valuable opportunity for delegates to contribute to this development.

The Conference has developed a reputation for being a platform for the presentation of innovative practice and research, and so the main body of the Conference takes the form of ‘workshop’ presentations and subsequent discussions. We received a high number of papers, and in order to accommodate 40 presentations, they were grouped in three or sometimes four per session in parallel breakout rooms. They addressed practice and research from across the UK and from the wider world including Europe and North America. The encouraging number of international presentations reflects the increasing engagement of UALL with the global lifelong learning community.

The papers this year displayed a remarkable spread of approaches to the Conference theme, some analysing social and economic change and their impact on providers and students, others focusing on citizenship, public engagement and the concept of the ‘learning city’. Presentations on vocational learning addressed the current initiatives in the UK for degree apprenticeships, professional practice in changing economic conditions, business enterprise and the empowerment of employees, and the use of creative fiction in management training.

At each Annual Conference UALL invites the host university to showcase current projects on the Conference theme. This year Cambridge colleagues presented their project on prison education, in which both inmates and university students are co-learners in a learning community: a most impressive and successful initiative.

For more information regarding this innovative project please follow the link. https://www.prc.crim.cam.ac.uk/directory/research-themes/learning-together

Every year we hold a formal Drinks Reception and Dinner on the Thursday evening of the Conference. At the drinks reception we celebrated the 150^th anniversary of the first university adult education programme in England by James Stuart of Trinity College, Cambridge. The Conference Dinner was held in the Great Hall of Downing College, a most imposing venue.

After the Dinner there is the traditional Awards ceremony. The awards celebrate the achievements of projects and providers with categories of innovation, sustainability, research and international projects, and are much valued by the winners. After the Awards ceremony, we had a presentation to our previous administrator Lucy Bate, in which UALL celebrated and awarded her for her dedication and hard work over the years.

Friday was dedicated to our international partners. The keynote speaker was Sten Tiedemann, Rector Folkeuniversitet Aarhus, Herning & Emdrup (Copenhagen). He gave a valuable insight into the state of higher education and lifelong learning in Denmark and the remarkable success of his institution in the face of changing times and cutbacks. This was then followed by the international panel. Panel members were: Professor Anne Ryan, Maynooth University, Ireland, Professor Eser Sozmen from the Turkish Universities Continuing Education Network (TUSEM), Dr Gary Hepburn, President of the Canadian Association for University Continuing Education (CAUCE), Professor Jonathan Taylor, President of the American Association for Adult and Continuing Education (AAACE), Konca Yumlu, Centre of Women’s Studies, Ege University, Turkey. This session was completed by the signing of Memoranda of Understanding to confirm the affiliation of UALL and international associations, including AAACE.

Every year we astound ourselves with how much we are able to pack in into two days. Delegates left for home after lunch on the Friday – some by way of a conducted tour of Cambridge and tea at Madingley Hall – the home of the University’s Institute for Continuing Education.  Warm thanks are due to the Institute and to Downing College for hosting the Conference.

Onto next year! Lifelong Learning and Innovation

Telford Innovation Campus 10-12^th April 2019

Telford is linked with the Irongorge Bridge, the symbol of the Industrial Revolution. It is still renowned for its innovation with its gleaming buildings and hi tech businesses marking it out as a town for the future, and the campus being the home of a Formula 3 racing team.

The Telford campus is a perfect location for UALL 2019 and a celebration of Lifelong Learning and Innovation.  With direct transport links to Manchester Airport, Birmingham International Airport, motorway links and national rail connections. This picturesque setting is well connected with the outside world.

Updates will be made via our website www.uall.ac.uk and our twitter @UALL_UK.

An International Compendium
Edited by Alan B. Knox, Simone C. O. Conceição, and Larry G. Martin
Foreword by Steven B. Frye

Stylus is proud to partner with AAACE to bring you our new 4-volume Adult Education Compendium.

The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well.

This four-volume compendium (also available as a combined eBook) brings together a host of national and international contributors to map the field of ACE in a series of brief articles addressing key theories and practices across its many domains and settings. These are arranged in four volumes, available either individually or as a set:

Volume One: Adult Learners

Volume Two: Teaching and Learning

Volume Three: Leadership and Administration

Volume Four: Inquiry and Influences

To celebrate our partnership with AAACE, we would like to offer members this great set at 20% off. Just use code MAP20 on our website, www.styluspub.com. This offer is good for the complete 4-volume set as well as individual titles and eBooks. Offer expires March 31st, 2018, so order today!

eLearn Magazine is currently accepting article submissions on topics related to eLearning in higher education, K-12 blended and online learning, international online learning, corporate, government, not-for-profit, and non-profit environments. Articles may focus on management, design for learning, emerging technologies, and instructor development.
Article suggestions include:

• Opinion pieces addressing the latest news or trends in elearning.
• Research based "How-to" or instructional articles addressing an elearning setting.
• Case studies situated within existing published research highlighting a problem situated in elearning.
• Research articles that point out practical implications and can be applied to elearning.
• Reviews of elearning books, conferences, e-books, tutorial videos, and software.
• Interviews with leading elearning professionals and academics.
  

For more information, please consult eLearn magazine website at: http://elearnmag.acm.org/

eLearn Magazine, Co-Editors-in-Chief
Simone C. O. Conceição, PhD
Anita Samuel, PhD
elearnmagazine@gmail.com

The Special Collections Research Center (SCRC) at Syracuse University Libraries invites applicants for its Alexander N. and Margaret Charters Adult Education Grants-in-Aid Program, now in its seventh year. Up to $5,000 of grants-in-aid will be awarded to researchers, scholars, and practitioners wishing to use the Charters Library collections. The actual amount of each award will depend upon the scope of the research outlined in the applicant's proposal. Winners will be encouraged to submit copies of any scholarly output resulting from their work for inclusion in SURFACE, Syracuse University's institutional repository.

The application deadline is March 1, 2018; winners will be notified by April 15, 2018. Grant funds must be used between July 1, 2018 and June 30, 2019. For information on how to apply, visit the Charters Grants-in-Aid Program website.

The Charters Library of Resources for Educators of Adults is the world's most comprehensive collection of English-language materials in the field of adult and continuing education, and encompasses manuscript collections, books, professional journals, newsletters, audio and video recordings, photographs, and master's theses and dissertations. Also included are the papers of individuals such as William Langner, Beverly Cassara, and the Library's namesake, Alexander Charters, as well as the records of such pivotal organizations as Laubach Literacy International, the National University Continuing Education Association, and the Adult Education Association/American Association for Adult and Continuing Education. More information about the collections is available on the Charters Library page.

The Special Collections Research Center at Syracuse University Libraries, home of the Charters Library, has more than 150,000 printed works and over 2,000 manuscript and archival collections. Its holdings are particularly strong in the 20th century, and include the personal papers and manuscripts of such luminaries as artist Grace Hartigan, inspirational preacher Norman Vincent Peale, author Joyce Carol Oates, photojournalist Margaret Bourke White, and industrial designer Walter Dorwin Teague, as well as the records of organizations such as avant-garde publisher Grove Press. A full list of all SCRC collections is available from our website.

Information on the Charters Adult Education Grants-in-Aid available here.

Like many who work in adult education my path is non-traditional. I did not pass high
school, go onto college studying education- adult education - then seek a job in the field.

First, I was an adult learner, having dropped out of high school in 1966 LOL- a miserable failure. Thirty years later my path lead me to Harvard, the M.Ed program in 1996. What was this path?

I worked volunteer with a group of fellow part-time students at Ryerson in Toronto then a Polytechnical Institute to found the Continuing Education Students Association of Ryerson
(CESAR). The organizing issue was at that time Ryerson did not consider part-time evening
students to be students of the Institute. We won a person’s case and one could write a book
about this. Then I worked for CESAR as their first Coordinator. We organized workshops on
on subjects of interest to Ryerson part-time students. This could be considered my first adult
educator role, but I would not have called myself such at that time. I did want to help adults
go back to school.

Now in my early 30’s I had my son, retired from CESAR as the hours of work were mostly
evening and started to look for work in adult education. How does one get a job in education without being educated? I had started a BA program at York University three years earlier. I had become President of the Ontario Association for Continuing Education, OACE- a position earned in part by the founding of CESAR. As active AAACE members will know, you can rise fast in a volunteer organization if you are willing to put in the time organizing conferences, policy papers and so on.

My accomplishments in adult education associations- volunteer work- was in working with
other sector specific associations to host a Galaxy Conference. The first time private
career colleges, community programs, institutional programs had meet together. Usually they compete. In this it helped to be identified as an adult learner not as coming from any one of these sectors. Then as OACE President I sat on the Board of the Canadian Association for Adult Education. Again working with peer provincial associations and the CAAE Board, we restored the practice of hosting annual conferences. Again volunteer work, my advocacy for holding annual conferences was bolstered by having the support of professional educators who saw me as an adult learner who deserved support in this effort to get providers together. Thank You Henry and Jamie from down east and Brian from out west.

But how did I get a job in adult education. It was at an OCAE meeting that I meet Albert
Field of the Workers’ Educational Association of Canada. I was fascinated that at one time
workers who would not otherwise qualify for College, could attend non-credit university tutorial based courses in the liberal arts. It was lessons in the liberal arts that had turned me onto learning. One of my first teachers at Ryerson, a business writing teacher, would go off on philosophical tangents. He would get the class to discuss questions like: “ I am because I exist.” or I am because I do.” From then on, I wanted to know everything. What happened to this type of learning in Canada, which I have learned to label “adult liberal education.” An education that helps you grow personally and as a citizen.

I have learned that it was red baited out of existence. Workers studying philosophy, psychology, economics, public speaking was very suspicious in the cold war environment of North America. But not elsewhere I learned. The WEA hired me in 1983, as not being educated did not bother them given their philosophy. I became a director of the International Federation of Workers’ Educational Associations and IFWEA’s Liason to UNESCO. This was a result of hosting the 1992 General Conference of IFWEA at Port Elgin in Ontario. In these roles, I learned that WEA programming is still strong in all the Nordic countries and some Commonwealth ones, like New Zealand, Australia, and the UK where it started in the early 1900’s. There is non-WEA route to adult liberal education. Adult learning centres that foster the development of civil society had been developed in South Korea and Japan after WWII. It is a workshop by these groups which has brought me to my first AAACE Conference in 2017.

For IFWEA I worked to internationalize their membership with the support of the Participation funds of UNESCO. This was successful. At first working as the Coordinator for the WEA we tried to revive doing classes but there were so many providers competing for adults’ enrollment, and a focus on training dominated, this effort faded. But we were successful at working on the second objective of the WEA “to call attention to, and to spread knowledge of the facilities for education.” We developed learning information services for adults, the Adult Learning Line 1983-1997 serving over 5,000 a year, workshops for Internationally Trained Professionals, a Cross-Canada study of Learning Information Services for adults, “Unraveling the Tangle”. The Cross-Canada was prioritized for policy by the federal government and cited in policy documents. Workshops for professional newcomers became common place and the Ontario government set up a hot-line.

In 1989 the WEA temporarily lost funding for these services and I lost it. Many adults drop out of school due to problems they did not understand at the time. This was my case. I had discovered I was dyslexic through a WEA co-worker who took one look at my writing and sent my work off to her cousin, a specialist in learning disabilities. Now my son was going through this LD identification process, my Mom was in and out the hospital suffering from a debilitating illness.

Exhausted I went to counseling and finally started to deal with the pain filled process of coming to terms with childhood sexual abuse. The WEA got new funding, and we hired a new Executive Director. I continued to volunteer for WEA.

So I was again looking for adult education work but still uneducated, I had even stopped working on my BA. A friend who ran an adult learning centre for the Toronto District School Board asked me if I would take a part-time job helping newcomers find work. She knew of my accomplishment in community work, and at that time you did not have to be credentialed.

So for the next 24 years and 10 months I worked as an adult educator at Overland Learning Centre. First doing job search help, then in cooperation with WEA running workshops for
professional newcomers, then running a co-op program for newcomers, then teaching English to newcomers. I finished the BA in 1995, took a leave of absence to do a M.Ed. at Harvard in 1996-1997. So I was an ESL teacher and educated. I could say I am an adult educator.

Mind post- Harvard was confusing. No one in my family, aunts uncles and cousins, and there are many, ever finished high school. I have since read papers on first generation university
students. So I continued to work at Overland and continued to do volunteer work at the WEA. The WEA just celebrated the publication of our 100th issue of Learning Curves, a community newspaper for adults going back to school in TO and the GTA. It is volunteer published. In 2003 the WEA founded a liberal arts programs for community members who would not otherwise have access to a university education.

 

Adult Learning has just put together a special issue of our Journal: The Gifts (and Challenges) of U.S. Adult Education's Associations and Conferences. The articles provide a wonderful picture of our history as well as point to some of the strengths of our conferences from the perspectives of our graduate students.

Sage has graciously made all articles in our virtual issues freely available to all to download if you click on the links.

I hope the articles are informative and helpful to you.

Table of Contents Alert

Adult Learning- Volume: 28, Number: 4 (November 2017)

Refereed Articles

Fostering Emotional Intelligence in Online Higher Education Courses Robin A. Majeski, Merrily Stover, Teresa Valais, and Judah Ronch

International Perceptions of Cyberbullying Within Higher Education Julie Marie Luker and Barbara C. Curchack

Fundamental Elements of Transition Program Design Courtney Karmelita

Reflections

Working to Learn Together: Engaged Scholarship Addressing Long-Term Unemployment Leah Katherine Saal and Clair W. Minson

Futures

Evaluating Impacts of Adult Environmental Education: A Play-Filled Future Gabrielle R. Sjoberg

Resources

Book Review: Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice,  by Motha, S. Ruth Parrish Sauder

Book Review: Five Perspectives on Teaching: Mapping a Plurality of the Good (2nd ed.)., by Pratt, D. D., Smulders, D., & Associates Catherine A. Cherrstrom

1. Repeal and replace SIGS. Do a needs assessment, create professional development workshops, and documents to develop skill sets and knowledge bases to improve dialog with colleagues by using our member expertise. Start focusing on professional development (research methodology, online teaching, grants, etc.). (27 votes)
2. Dialogues about mentoring, professional development, early/mid/late career; how to stay connected. Mentorship between senior and junior faculty/tenure table talks. (26 votes)
3. Live Tweeting. Live stream video from conference do that those who can’t attend can be “present” (Facebook Live for example). (25 votes)
4. Look at the UNESCO Institute for Lifelong Learning document, Belém Framework for Action; the CPAE membership reviews it to see how we can contribute and collaborate. (15 votes)
5. Get to know each other as authentic people across our groups/activities that take us outside our professional roles and take us into actually connecting. Sharing “How I became an adult educator” (14 votes)
6. Practice the politics of inclusion and representation. People are segregated by the institution, professor, etc. with whom they studied. Create senior/junior faculty mentorships, tenure table-talks, etc. for faculty development (a specific type of professional development) (10 votes)
7. Open space discussions for challenges and needs. (9 votes)
8. Run international conference with CPAE. (7 votes)
   

The Executive Committee will begin working on how to implement as many of these as we can over the next year.

Elections: Four of our EC Members’ terms were up: Kevin Roessger and Kalpana Gupta (Members At Large), Leann Kaiser (Secretary Treasurer), and Larry Martin(Past Chair – who is now President Elect of AAACE!). Thanks to all for their service!

We elected Lisa Merriweather and Leann Kaiser as our new Members At Large (Leann was re-elected to continue on the EC) and Kalpana Gupta as our new Secretary Treasurer (also re-elected to remain on the EC). We elected Steven Schmidt as President-Elect (Ann Brooks term ends in 2018). Congratulations and welcome to our new EC members!

Revision of Bylaws Task Force Results and Vote to Approve: Jill Zaretsky led a task force to revise our CPAE Bylaws. The members voted to approve the revisions. A copy of the new document will be posted on our CPAE – AAACE webpage.

Thank you all for a very productive conference!

Ann Brooks – Texas State University: Chair
Kalpana Gupta – Colorado State University: Secretary/Treasurer
Petra Robinson – Louisiana State University: Member at Large
Leann Kaiser – Colorado State University: Member at Large
Lisa Merriweather – University of North Carolina – Charlotte: Member at Large
Steven Schmidt – East Carolina State University: Chair Elect

Dr. Desiree DePriest, Kaplan University – KapTechnology

KapTech is a virtual company created for the purpose of providing real-world experience for undergraduate and graduate IT students. Students take on roles and duties based on their expertise and available projects. They have the opportunity to participate in activities that serve real world clients in areas such as networking security, web design, database design, marketing, HR, and governance. Dr. DePriest is a full-time faculty member who serves in the role of CEO of KapTech by overseeing and directing the students. Dr. DePriest holds a PhD in Business Organization and Management and Masters degrees in both Information Systems and Telecommunications. She teaches a variety of IT courses for Kaplan, is the author of several publications, and has a small development and instructional design business. “Doc” DePriest is passionate about working hands-on and in the trenches with students. Her motto is “We are all students.”

Dr. David S. Stein – Boot Camp for Beginning Online Instructors

Dr. Stein and a co-author, Constance Wanstreet, developed a boot camp training for beginning online instructors to improve teaching skills and create a positive attitude toward online teaching. Readings, video presentations, and online challenges help “campers” demonstrate the skills needed for online instruction. The camp is housed in two different online platforms that allows for both easy access and self-directed learning through the use of a variety of technological tools. Dr. Stein is an Associate Professor of adult and distance education at The Ohio State University in the College of Education and Human Ecology Department of Education Studies, Section on Workforce Development and Education. He directs the minor in Virtual Teaching and develops online courses with a focus on the virtual classroom and adult learning. His research has focused primarily on how online learning opportunities can be distributed to learners using technology to promote excellence in higher order thinking. He has a PhD in Adult Education, a Master of Science Degree in Community Health Planning and Administration, and a Bachelor of Arts in Psychology.

CDLT Director’s Appreciation Award

The CDLT Director’s Appreciation Award is given annually to members for their exceptional service to the commission and its members. Winners of the 2017 award include Tricia Berry and Leslie Cordie.

On April 4, 1968, the Rev. Martin Luther King, Jr. was assassinated at the Lorraine Hotel in Memphis Tennessee. As part of the AAACE 2017 Conference, a special event was held at the National Civil Rights Museum – Lorraine Hotel. The evening event was a special moment for all who attended. Through artifacts, oral histories, interactive media, and listening posts the Museum gave voice to injustices that marked some of the most turbulent time in our nation’s history. It was truly a unique educational opportunity that corresponded with the theme of the 2017 Conference and highlighted the value of Adult Education.

Memorable to this evening was the sharing of a special moment with a diverse gathering of colleagues and graduate students. The Museum’s artifacts became a focal point for reflection both this tragic event and on personal experiences of many in attendance. To start the evening, we were dropped off at the side of the Lorraine Hotel. The place where Dr. Martin Luther King, Jr. spent his last moments. Along with a listening post narrating the event, a stark, white wreath hung from the balcony of the hotel – marking the site of the assassination. A sense of sadness seemed to emanate from the group, yet amidst the sorrow, murmurings and expressions of gratitude for the living legacy of freedom could be heard.

Many poignant moments occurred as we then moved through the Museum. Especially striking was a replica bus and full statue of Rosa Parks refusing to give up her seat. Such a small woman but such a strong woman in the movement for equality.

The most moving event was yet to come after dinner. A sister of one of the Freedom Riders was in attendance at the event along with a close associate of Dr. King, the Rev. Dr. Bernard Lafayette, Jr. Dr. Lafayette is a longtime civil rights activist, organizer, and an authority on nonviolent social change. He co-founded the Student Nonviolent Coordinating Committee (SNCC) in 1960, and he was a central figure of the civil rights movement. His sister, Rozelia (Lafayette) Kennedy, is a doctoral student of Dr. Waynne James. Rozelia shared her thoughts and narrated the events prior to Dr. Lafayette leaving Dr. Martin Luther King, Jr. on that sad day. She reflected on how Dr. Lafayette was informed of Dr. King’s assassination. Today, Dr. Lafayette continues to teach on nonviolence and lives in Tuskegee, Alabama. Rozelia was just completing and preparing to defend her doctoral dissertation that focused on brother’s life. We were left in awe after we came face to face with and voice of the continued struggle for freedom and justice.

We hope to continue to hear the voices of history and learn from them. Most importantly, we were inspired to continue creating an educational legacy that would influence justice for all humanity.

The picture shows left to right: Dr. Sola Popoola, Rozelia Kennedy, Lauretta Freeman-Horn, Lena Fielder.

After a period of rapid, significant positive change, many of us on the Board of Directors began to sense that we needed to take some time to focus on what transcends all of these changes – what brings us together and makes us strong. Steve Frye worked diligently in that effort this past year through a number of different initiatives, and our recent conference in Memphis carried that theme of unity and energy that we have pushed for over the past year. My intention is to continue that work throughout this next year.

Each Fall, despite so many choices and so little funding, hundreds of us converge from all over the world to be together for a week of scholarship and community. The American Association of Adult and Continuing Education has been the glue that has kept so many of us, with such disparate interests and passions, together in a unified effort to be Adult Educators and to work to change lives, every day, wherever we are. My own passion is to keep the focus on that unity and to seek out every opportunity to serve that unity during the next year. I hope to do this in the following ways:

• We will continue with the ‘I am an Adult Educator’ campaign that is a part of our formal strategic plan as an association. Among other efforts, this past year in Memphis we made contact with a large number of local adult educators, those who were not likely to be connected to our association, or even perhaps known as adult educators in their community. Our goals were to identify them as adult educators, to welcome them to our meeting, and to honor their work at the local level. Our plan is to continue with this effort, all over the United States, leaving each city more aware of the role of the adult educator, of their own adult educators, and of our association.

• We will be working closely with the Commissions and SIGS to find ways to serve and support them and to increase the efficiency and mutual benefit of these groups and the association as a whole. This will include work that is already in progress to streamline conference structures, budgeting, and fees, as we work toward a more effective use of our time, space, and financial resources at our annual meetings.

• We will be working to set up stronger, more efficient continuity structures within the association so that the good work everyone is doing, continues to move forward as the leadership changes and evolves over time. One major example of this particular effort has been the move toward freeing up the President-Elect to be able to work more seriously and devotedly to the business of the association, rather than simply working with logistics for the annual conference. This new structure allowed me to spend the past year working on strategic planning committees and “working problems” that arose throughout the year. Doing this facilitated a situation in which I was already running with the baton partially in hand when the ‘starter pistol’ was fired in Memphis. Already our new President-Elect, Larry Martin, is working on long-term strategy formation, and focused on the work of the various long-term committees on the Board. This will allow him to serve us this year and also be better equipped to step directly into an active Presidency next year.
  
  
• We will continue to engage in long-term conference planning so that we can sustain a model of meaningful annual gatherings. Anyone who has worked to plan a conference is acutely aware that the timeline is so tight that any significant information-gathering efforts cannot be applied to the immediately upcoming conference. That is, while lots of minor positive changes can be made each year, many really good, if subtle, changes must take place over many years and transcend any one Conference Chair. One of the significant efforts I would like to undertake this year is to conduct some survey work among our membership, to see specifically what draws us to annual face-to-face conferences. Such information would be invaluable in determining what the future focus should be and where emphasis should be placed.
  
  
• Finally, we will be working to responsibly steward the recent bequest the Association received from the estate of Myrna P. Crabtree, wife of the late Arthur (Jack) Payne Crabtree. This significant gift must be invested wisely and care must be taken to accept such a great honor in a way that is both respectful and in keeping with the intention of the giver. I will share more information on this in the coming months, but it is a noteworthy responsibility for the Board this year and important to include here.

Yes, there is much to do, but the wonderful thing about serving this association is that there are so many great people to work with, to share not only the vision but the burden that comes with all great visions. I am truly honored to be able to serve as the President this year and to work alongside so many who stand shoulder to shoulder and to say with pride, “I am an adult educator.”

I have often said, in writing and in public, that one of the things that drew me to this organization was the amazing breadth of our community.  Our members are working to educate adults in schools/colleges/universities, prisons, online programs, community centers, vocational training centers, literacy programs, hospitals, museums, senior citizen centers, religious organizations, military training centers, government agencies, corporate training centers, … the list goes on.  We work and serve where the adults are.  We are where the opportunities are…   We are needed!

My former boss and current Chancellor of the Piedmont Campus of the University of South Carolina, Dr. Susan Elkins, used to often say that if you want to change a community, you do so through education.  As my career continues, I become more convinced that learning creates opportunity, and not just financial opportunity.  Adult learning helps create “thinking adults”, and thinking adults help change their world!  Want to change your world?

Thank you for the privilege of serving you as AAACE president.  I look forward to seeing you in Memphis.

In recognition of the growing influence of online and other distance learning technologies on adult learning, AAACE supports the CDLT to provide members with opportunities to share best practices and research on how adults are learning in networked and other technological learning environments. Our goal is to increase communication and collaboration among adult educators across academic, workplace, community, and other settings who have an interest in sharing their knowledge and practice about learning with virtual technologies.

Director/CDLT Pre-Conference Symposium Chair: Dr. J. Bernard Bradley (cdlt@aaace.org)

CDLT Pre-Conference Symposium on Social Media At-A-Glance

Symposium Purpose

The 2017 Commission for Distance Learning and Technology (CDLT) Pre-Conference Symposium on Social Media provides a collegial atmosphere for sharing best-practices and research on using social media and related technologies when serving adult learners in formal, non-formal and community-based practice settings.

Schedule of Events

Sessions

Individual speed presentations (with audio-visual equipment) and roundtable discussions are designed to complement the workshop by allowing symposium attendees to explore select topics of interest in greater depth. At the discretion of the planning committee, some roundtable discussions will be combined into shared concurrent sessions. However, all individual presenters will facilitate two presentations. Specific presentation times will be shared with presenters and registrants via email and onsite. The following are examples of discussion-based presentations that have been accepted to round out the symposium.

• Creating Instructor Podcasts for Distance Education Courses
• Putting the SOCIAL in Social Justice: Using Social Media to Recruit/Retain Diverse Students
• Using Social Media in Online Support Groups and Health Education
• Lessons Learned: Using Social Media to Market a Community College Learning Center
• Building Virtual Relationships
• Connecting and Engaging with Bitmoji
• Designing a Prototype: Personalized Programmatic Learning Environment
• 10 Ways to Engage Adults Using Social Media in the Learning Process
• Integrating Social Media into the Classroom
• Evolution of Technology and Education (Social Media)

Register to Attend

CDLT Networking Mixer
Thursday, November 2, 4:00 p.m.
Both members and non-members are encouraged to get involved by attending this informal mixer. Attendees may learn more about the CDLT and its many programs and activities, network with colleagues who have similar interests, volunteer to lead activities like AAACEd It! Webinars, recommend new activities, explore leadership opportunities, write an article for The CDLT News, or just chill. CDLT leaders will also be available to answer questions.

Please consider adding your voice to the chorus at the CDLT Pre-Conference Symposium on Social Media as we discuss strategies for using social media and related technologies in meeting the needs of adult learners. To attend the symposium, click here for registration information. Also, click here  to access AAACE conference information.  If attending the main AAACE conference as a member, the additional symposium registration fee is only $35 for regular members or $25 for graduate students.

Questions? Email the CDLT at: cdlt@aaace.org

CDLT Forum: Best Practice Winners in Distance Learning and Technology. 

Wednesday, November 1, 1:30 p.m.

Moderators: Tricia Berry, J. Bernard Bradley. Panelists: Desiree DePriest, Len Bogner.

This interactive forum features winners and alternates from the inaugural 2017 CDLT Best Practice Award in Distance Learning or Technology for Adult Learners. Attendees, including both CDLT members and non-members, may ask questions and share their own best practices. Application guidelines for 2017 will also be available.

AAACE Awards Luncheon

Thursday, November 2, 12:15 p.m.

Recipients of the 2017 CDLT Best Practice Award will be announced during the AAACE awards luncheon.

CDLT Networking Mixer

Dear Colleagues,

The time has come to consider submitting a proposal for a chapter in the 2020 Handbook of Adult and Continuing Education to be published by Stylus.

As one of the foundational texts in the field of Adult and Continuing Education, the Handbook will document ways in which Adult and Continuing Education contributes to preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty. While due attention will be given to foundational theories and models of practice in the field, the 2020 Handbook of Adult and Continuing Education will emphasize emerging theoretical perspectives, philosophies and locations of practice, broad interdisciplinary, epistemological, and methodological approaches to adult and continuing education, and identification and description of adult learner populations that have been previously invisible, unexamined, or marginalized by policymakers and educators.

The purpose of the Handbook is to inform individuals, who desire to gain an understanding of the complexity of the landscape of adult learning, about the key principles, practices, structures, ideological frameworks, and issues as manifested in the dynamic reality of adult and continuing education in the coming decade as well as related human and institutional resources which support adult learners. The 2020 Handbook will also provide an overview of the broad scope and differentiated missions of practice within the field. This handbook will be a foundational volume, offering a comprehensive characterization of the field, as well as delineating the larger contextual trends, and issues. It will offer the following:

• an orientation to the broad field of adult education for practitioners who have come into the field lacking an understanding of adult and continuing education;
• a synthesis of foundational principles, practices, and related theory and research of adult learning and its facilitation;
• an overview of key contemporary organizational structures and programs reflecting the profession of adult and continuing education;
• an overview of key touchstone perspectives framing current debates, advocacy, and commitments to social justice;
• an examination of current issues reflecting the nexus of global forces and the contemporary practices and beliefs within adult and continuing education.
  

The table of contents and chapter descriptions can be found at the end of this document.

Timeline, Proposal and Chapter Guidelines

The timeline for the submission of proposals and chapters is:

July 1, 2017: Letter of intent to submit a proposal and CV are due. This letter should specify which chapter is being proposed and provide a brief paragraph description of what the author intends to cover. The editors will evaluate the letters and CVs to determine if the author and chapter are acceptable following up with an invitation to submit the full chapter proposal. The editors may suggest an alternative chapter to an author or suggest a co-author or alterations to what the author intends to cover. While this step is not required, authors that take this step on or before July 1 will assist the editors to create a more efficient process. Send letters and CVs to 2020acehandbook@gmail.com.

October 15, 2017: Full chapter proposals are due to editors. Proposals should be no more than 2 single spaced pages (approximately 1000 words) and should include a brief discussion of the structure of the chapter as envisioned by the author. Specifically indicate:

a. Areas to be covered
b. Issues, disagreements, problems in practice or research
c. Principal writers or sources to be used within the chapter
d. Brief outline illustrating the organization of the chapter.

This deadline is firm. Decisions will be made the last week of October in Memphis.

Send proposals to 2020acehandbook@gmail.com

February 15, 2018: Final decision on chapter authors will be made.

August 1, 2018: First chapter draft due. Each chapter will be expected to explain the subject fully; to introduce the principal contours of the subject; and where appropriate to deal with issues of equity, and describe the characteristics and competencies of adult learners. The chapters are expected to be about 5000 words including references, tables and figures.

Send to 2020acehandbook@gmail.com

October 30, 2018: Chapters will be returned to authors with editors’ feedback.

February 1, 2019: Revised drafts due. Send to 2020acehandbook@gmail.com

April 30, 2019: Submission of complete manuscript to publisher for outside review.

Early 2020: Anticipated Publication


TABLE OF CONTENTS

Section 1 - Foundations of Adult and Continuing Education

This section situates the field by describing the developments, core debates, perspectives and key principles that form the basis of the field. The intent is to provide an overview to the field that provides practitioners, emerging scholars, and those with less familiarity of ACE with a foundational understanding through a presentation of the history, important milestones, and current trends and issues. We also view this section as informative for those experienced in ACE who need an updated, condensed view of the field.

1. Introduction - Editors
2. Philosophical Underpinnings of ACE-
What are the key philosophical traditions, movements, events, and organizations in ACE? What are the philosophies that inform policy, practice, knowledge, and concerns in ACE?
3. History of ACE
What are the pivotal historical movements, events, organizations, and traditions in ACE? How does the history inform the present context of ACE? How has ACE changed over time?
4. Sociocultural Dimensions of ACE
How does an understanding of sociocultural dimensions inform ACE? How may these dimensions compete with and work against one another? What are the key sociocultural understandings, theories, and perspectives that contribute to meaning making in ACE? What are the sociocultural controversies and dilemmas around policy, practice, and concerns in ACE? What is the role of power and privilege in these dimensions?
5. Research Traditions in ACE
What are the principal research traditions used in ACE? What research traditions should the field consider for the future? How does the research conducted in ACE influence policy, best practices, and a sense of global interconnectedness? How do these research traditions allow ACE to engage other disciplines?
6. Interdisciplinarity in ACE
How does interdisciplinarity influence, overlap, and inform ACE? How do these disciplines shape the field generally and research, practice, teaching and learning more specifically? How does ACE influence other fields and disciplines? What may be the difference between interdisciplinarity and intradisciplinarity in ACE contexts?
7. Public Policy and ACE
Adult education outcomes are increasingly critical as nations struggle to compete on human capital. Our current public policy framework for adult and continuing education is inconsistent with the demands being placed on the system. What is the current policy framework? How does public policy respond to the demand for adult education programs and how do those demands differ by population groups? How can policy be a useful tool at enhancing and developing ACE programs? What role does politics play in ACE? What are examples of new ways that state, national, and international partners can create a more integrated and purposeful model of adult education policy?
8. Lifelong Learning
What is the history and philosophy supporting the concept of lifelong learning? How are these principles useful? What are the controversies and tensions involving lifelong learning in ACE? How does an understanding of lifelong learning inform the present context?
9. Internationalization of ACE
What has been the trend of internationalization of ACE over the past few decades? What are some key principles in this trend? Why is this now considered a foundation of ACE? How do neo-liberalism, marketization, and capitalism shape internationalization processes? And what are the effects of these influences on ACE learners, educators, and leaders?

Section 2 - Adult Learners and Learning in the 21st Century

This section presents information necessary to understanding adults as students, clients, and consumers of knowledge. This multiple perspective-taking deconstructs the “adult learner” role category to show the complex ways adults learn and can be a learner. This section engages contemporary and historical theory, policymaking, research, and trends in adult learning.

10. Adult Learning
What are the foundational theories and contemporary theories of adult learning? How are adult and continuing education educators leveraging those theories to promote positive learning outcomes for learners in a climate of rapid economic and demographic change? How can educators bridge adult learning theory and practice?
11. Adult Development
What are the different models of development across the adult lifespan and how does context - different stages, periods, or phases of adult development - impact the facilitation and success of adult and continuing education? How do models (sociocultural models, e.g., ecological perspective of Bronfenbrenner; life course perspective, age and stage models, e.g., postformal cognitive development; Kegan’s developmental contextualism) inform practice? What are some of the tensions in the application of these models?
12. Motivation
How can understanding motivation as a key characteristic of adult learners improve learning outcomes of adult learners? What are the salient characteristics of motivation for adult learners and how can these be used to shape practice? How do motivation theories intersect and inform adult learning theories? What strategies are used in ACE to motivate learners in the current context?
13. Access, Participation, and Support of Adult Learners
What are the structural and social barriers/forces that prevent or limit access to ACE? How does credentialing of ACE benefit and hinder access to adult learning? How does the field conceptualize and operationalize support for adult learners? How are evidence-based data used to create the conditions for more equitable and inclusive adult learning opportunities?

Section 3 - Adult Teaching and Leading Practices

This section provides information necessary for program development, maintenance, and the delivery of content through teaching. This section will contain different approaches to teaching adults that continue to gain momentum in ACE scholarship. For example, “teaching perspectives” may contain formal instruction methods, but it may also contain non-formal teaching and learning situations that involve people as mutual learners and educators who have common goals. A comprehensive approach to this section demonstrates how teaching does not occur in isolation. It has important connections to adult education administration and evaluation.

14. Organization and Administration of ACE
What is 'good' and 'effective' administration of ACE? What are the different types of leadership? How can leaders better support educators, and vice versa? How can organizational development be structured to support ongoing ACE? What are some current challenges facing administration of ACE, and how do we address these challenges?
15. Assessment and Evaluation
What are some common and novel forms of assessment and evaluation in ACE? What are some current criteria involved with assessment and evaluation approaches? Who sits on the periphery in benefitting from these approaches? What is the role of 'bias' in assessment and evaluation in ACE? How can assessment and evaluation be used to support student learning and achievement?
16. Teaching Perspectives
What is the role of the instructor in ACE? What are some current and novel approaches to teaching ACE? How do adult teaching methods differ in various spaces and places? What kind of work conditions stifle or support teaching practices? What is the role of culture in teaching? How can teaching be considered equitable?
17. Andragogy, Pedagogy, and Metagogy
What is the difference between pedagogy, andragogy, and metagogy? Are these methods of instruction inclusive of raced, gendered, or other “othered” perspectives? How are each of these methods student-centered? What is self-directed learning and how has it changed over time? What is the role of social context in these instructional methods?
18. Digital Technologies for Teaching and Learning
How has the growth and infusion of digital technologies over the past two decades affected adults’ abilities to access, apply, and evaluate information, as well as to create and share knowledge, and products of their own making (art, music, literature, film)? How can adult educators capitalize on the anytime, anywhere learning capabilities offered by portable, digital tools – laptop and tablet computers, mobile “smart” phones? How has this digital revolution impacted the viability and vitality of adult education?
19. Decolonizing Adult Education
How has ACE been used to colonize peoples? What is the role of the instructor and learner in a decolonized classroom? Where does an instructor begin with decolonizing ACE? What are indigenous perspectives on ACE? How can decolonizing ACE lead to social emancipation, awareness, and justice for historically marginalized groups? 

Section 4 — Skill-Building Programs and the Learning Context

This section provides an overview of adult and continuing education in different areas of practice. It includes traditional organizations that practice adult and continuing education as well as newer focus areas. This overview is meant to broaden the depth of the field and show how learning context greatly varies across regions and realities, and that these contexts are significant to the development and relevance of ACE.

20. Adult Secondary Education
What are the unique features of adult secondary education in comparison to secondary education? What causes secondary school students to drop out of school and return later? What are the risks and benefits to students in ASE? What are the challenges faced by instructors?
21. HRD and Workplace Learning
What is human resource development and workplace learning? What are the principles that drive HRD/WL practice? What is the relationship between ACE and HRD/WL? How do these two areas mutually inform or influence one another? What are the current trends and dilemmas in HRD and workplace learning?
22. Higher Education
What is higher education and how does it relate to ACE? What are some of the tensions in this relationship? How does having a higher educational institution attached to ACE shape adult learning processes and outcomes? What is the current state of ACE in higher education programs? What are the current issues faced by higher education and how do these issues impact ACE?
23. Adult Basic, GED, and Literacy Education
What is the purpose of adult basic education programs as they are practiced? How have these programs evolved with our changing society – economically and culturally? Who are the adult learners? Who are the adult educators? What is the typical curriculum and goals for adult basic education programs?
24. English as a Second Language Programs
What does the contemporary efforts of English as Second Language instruction look like in adult education systems? How are the systems in the United States, structured and regulated? What is the current state of programs, learners, curriculum/goals in adult basic education programs for English language learners?
25. Family Literacy
What is family literacy? How is literacy instruction different when the participants are adults and children together rather than separated? What practices exist for planning and facilitating intergenerational learning programs with grade school age children as school systems attempt to improve reading abilities under high stakes tests? What are some of the tensions in these practices?
26. Teaching Social Activism
What is social activism and why is it important for ACE? What is political learning?  What are some moments in time where social activism and ACE has been significant (e.g., occupy movement, human rights and anti-globalization or anti-imperialism movements)? What stifles social activism? What gain is there from being socially active? What is the difference between social activism as teaching and teaching social activism? What does teaching social activism look like?
27. Adult Education and Welfare
What is the role of adult education in welfare and other assistance programs? How do welfare programs that include adult education as a core part of the effort improve the self-sufficiency outcomes for women and men receiving assistance? What are the emerging trends at the local and state levels?
28. Prison Education
What is the current state of correctional education? What is the role of the government in correctional education? How are issues such as limited resources, physical, mental, and learning challenges of inmates, and privatization of prisons affecting prison education? What are the barriers incarcerated adults face in accessing adult education? What role does informal learning play in prison education? How do adult educators in those environments create equitable and meaningful learning opportunities?
29. Workforce Development
What do contemporary systems of job training in the United States and other nations consider as core components for effective workforce development? What impact have such systems had on improving the skills of workers and unemployed individuals? What is the historical evolution of the system and how has that history shaped current vocational education and career planning?
30. Military Education
What is military education? What role has adult education played in the military education system? What are the historical foci and how has military education evolved over time? How has competency based education served to enhance or hinder military skills development? How can families benefit from military education?
31. Migrants and Migrant Education
Who are migrants and why does there need to be migrant education? Are community schools for migrants still important and viable ways to improve the life outcomes for these adults? What are the primary models and key tensions for migrant education? What suggestions can be offered on ways to use migrant education to improve both skill development and civil rights?
32. International Development Education
International development education programs for adults date back to before the World War. However, international agencies have an episodic pattern of funding literacy or adult education programs. What are the historical trends, current policies, and differences among national efforts to support international development funded education programs for adults? Why is adult education foundational to international development (e.g., “train the trainer” models)?
33. Health and Wellness Education
What are the key considerations for effective and equitable health and wellness education? In what ways do social and cultural demographics of the learning impact the quality and quantity of opportunities available?
34. Medical Education
What is medical education? What are the factors stimulating its growth? How does it differ from health education and CPE? What constitutes a medical education program?
35. Continuing Professional Education
How is CPE relevant in current adult education practice? How does the rapid pace of knowledge development, professional innovations, and technology impact how CPE is planned and facilitated? How has this changed in an age where new professions are being created? What is the role of the adult educators in fields with increasingly specialized knowledge?

Section 5 — Non-formal and Informal Sites of Learning

This section is concerned with the development of learners who wish to build better communities through learning. It interrogates the profound learning that occurs through non-formal and informal sites. Each site is rooted in a specific socio-cultural or socio-political context that provides space for interaction with ideas and practices that facilitate opportunities for sustainable engagement within the community of practice. This section will offer readers understandings of these unique learning spaces, expanding their understandings of what counts as adult learning while being introduced to foundational principles and contemporary issues that frame the respective discourses.

36. Union and Labor Education
What are the intersections between adult learning and labor issues, economic justice, and/or capacity building through union and labor education? How has ULE changed over time, and what is its current state?
37. Religious and Spiritual Education
What is the difference between religion and spirituality? What guides the contemporary discussion of adult education programs, process, and purpose in religious settings and spirituality as a function of adult learning? What are the key considerations in an age of extremist views toward specific religious faiths, proliferation of faith traditions, and increasing disavowing of religion and spirituality?
38. Cultural Institutions
What counts as a site of adult learning and who makes the determination? How are cultural institutions (e.g., museums, Spoken Word venues) described and leveraged as pedagogical tools for adult learning? What role do they play in broadening diverse ways of being and knowing? What is the role of arts based learning?

39. Community and Environmental Education
How do adult learners and educators engage environmental community-based education? What types of issues are explored? What is the relationship between such issues, for example climate change and ACE? How do local and international politics play a role in CEE? What is the significance of CEE?
40. Social and Political Movements
What do adult learners learn about, prepare for, and engage in contemporary social and political movements? What role does adult education play in developing, sustaining, and promoting social and political movements? How does social movement theory shape ACE?
41. Peace and Conflict Education
What is peace and conflict education? What understandings and practices of adult education facilitate peace and conflict education from a global perspective? How do concepts, e.g. “positive peace” (proactive peacebuilding) and “negative peace” (reactive peacekeeping) shape the discourse around peace and conflict education? What role do particular ACE approaches (e.g., critical dialogues) play in resolving conflict?

Section 6 - Identity, Privilege, and Power in ACE

This section is concerned deconstructing categories, and considering multiplicity, intersectionality, and mobility as identity construction. We desire a broader discussion beyond the deficit model approach to a more strengths based notion of identity difference. We foresee a consideration of identity that is fully developed. Instead of race being code for black and brown or gender being code for women, or sexual orientation being read as Lesbian, Gay, Bisexual, etc. consideration of the complete meaning of the term is desired and the intersectionality of identity (multiple facets of identity) should be explored; so, that we are modelling inclusion and diversity within each chapter.

42. Polyrhythmic, Intersectional, and Mobile lives in ACE
What are the underlying concepts that inform the multiple facets of identity? How can ACE move from reducing issues to one facet of identity while ignoring other facets? How would ACE be envisioned when the multiple facets of identity are considered when making policy, practice, or teaching and learning decisions? What is the relationship between identity and global developments?
43. LGBQ and Straight allies
What is LGBQA (sexuality to include gay, lesbian, bi, straight, etc.), heteronormativity, and heterosexism? How does ACE promote equity for LGBQA? How does sexuality and sexual minority status influence teaching and learning, educational needs, and classroom inclusion? What are the relevant theories to use to understand sexuality, sexual minority status, and LGBQA identity’s relationship to policy, best practice, and global concerns? How do the state and Federal laws concerned with sexual minorities affect ACE in terms of practice, research, and policy?
44. Gender and its Multiple Forms-
What is gender (include female, male, trans, and asexual perspectives) and sexism? How does gender influence teaching and learning, educational needs, and classroom inclusion? How does adult education promote gender equity? How can ACE be more inclusive of trans people? What are the relevant theories to use to understand gender and its relationship to policy, best practice, and global concerns? How do the state and Federal laws concerned with gender affect ACE in terms of practice, research, and policy?
45. Disability
What is disability (include physical, mental, cognitive), ableism, and sanism? How does ACE promote disability inclusion and equity for people with disabilities? How does disability status influence teaching and learning, educational needs, and classroom inclusion? What are the relevant theories to use to understand disability and its relationship to policy, best practice, and global concerns? How do the state and Federal laws concerned with disability affect ACE in terms of practice, research, and policy?
46. Older Adults and Intergenerational Identities
What is aging, intergenerational differences, older adults, and ageism? How does aging/generational status influence teaching and learning, educational needs, and classroom inclusion? What are the relevant theories to use to understand aging/generational status and its relationship to policy, best practice, and global concerns? How do the state and Federal laws concerned with aging/generational status affect ACE in terms of practice, research, and policy?
47. Race and Ethnicity
What is race and ethnicity (race to include black, Asian, white, etc.), racism, and colonialism? How does ACE promote racial and ethnic equity? How does race influence teaching and learning, educational needs, and classroom inclusion? What are the relevant theories to use to understand race and ethnicity’s relationship to policy, best practice, and global concerns? How do the state and Federal laws concerned with race and ethnicity affect ACE in terms of practice, research, and policy?
48. Working Class
What is class, classism, income disparities? How does class influence teaching and learning, educational needs, and classroom inclusion? How does adult education promote class equity? What are the relevant theories to use to understand class and its relationship to policy, best practice, and global concerns? How do the state and Federal laws concerned with class affect ACE in terms of practice, research, and policy?
49. Whiteness and Privilege
What is whiteness, privilege, and white backlash? How does whiteness influence teaching and learning, educational needs, and classroom inclusion? How does adult education promote privilege or act to curb it? What are the relevant theories to use to understand whiteness and its relationship to policy, best practice, and global concerns? How do the state and Federal laws concerned with whiteness and privilege affect ACE in terms of practice, research, and policy?

Section 7 - Adult and Continuing Education in a Changing World

Society is changing at a rapid pace: demographically, occupationally, politically, and socially. As a result, lifelong learning is not only a concept but a practice of many adults, adults looking to learn and grow their capacity for personal as well as occupational reasons. In tandem with the need to secure funding and political status, ACE must reflect on its past and determine for itself tomorrow’s priorities, mission and goals. This section covers the issues, trends, and future of ACE.

50. ACE in Difficult Times: Issues and Concerns
What are the key issues and concerns in ACE? What are the key issues and concerns in a globalized society? How do the key issues and concerns in a globalized society inform teaching and learning, policy, global interconnectedness, practice and research?
51. ACE for an Interconnected World
How does ACE promote global education and principles of solidarity and interconnectedness? What considerations for diversity and cultural differences need to be attended to for ACE to be effective in facilitating such interactions? How will increasing complexity in the world of work both provide opportunity and threats to traditional adult education practice?
52. Changing Demographics and Cultural Considerations
What are the implications of changing demographics on the purpose, practice, and theory of ACE? How does the increasing diversification of the population alter the demand for adult and continuing education? What special problems or benefits do the increasing cultural complexity of the United States, Canada, and Europe place on educators? What is the role of intercultural competence for educators and learners? How does mass migration of refugees challenge the systems of ACE built in the receiving nations? How can cultural considerations be attended to in ways that promote equity and inclusion in ACE?
53. ACE in Contested Times (Editors)
What are the next steps for ACE? How will the next decade reflect the past 100 years of ACE’s practice and theory? What threats and opportunities are there for professional researchers and practitioners? How can ACE remain relevant in the face of increasing competition? What are the priorities for future? Who should decide and how should those decisions be made?

Daryl R. Privott, Morehead State University

Reflecting on the 2016 voting season, we are challenged to think anew concerning the connection between the theory and practice of social justice and adult education. I suggest that we should mirror the mission of the American Association for Adult and Continuing Education (AAACE), and its call to “provide leadership for the field of adult and continuing education” (AAACE, 2017). It is my belief that as adult educators, we have not provided leadership for the field in addressing social justice issues because we have been battered and are fearful to address civic(s) topics. Battered is defined as “injured by repeated blows or punishment” (Oxford Dictionaries, 2017). Higher education has experienced repeated blows with the reduction of funding by state legislatures, the questioning of the value of higher education associated with student debt and remedial education, and a feeling of powerlessness and fear among many of my colleagues in the wake of the 2016 democratic process. I contend that as adult educators, we should recognize the 2016 voting results as a call to action to inculcate ourselves with the mission of AAACE, become advocates for higher education, and develop strategies for ourselves, our students, and the community. We must engage in civil dialogues that move us away from divisive political rhetoric and recapture our position as leaders in addressing social justice issues; we may be battered, but it is my belief that we are not broken.

AAACE mission and call to action

The mission of the American Association for Adults and Continuing Education (AAACE) compels us to be leaders, expanders, unifiers, developers, disseminators, promoters, and advocates (2017). By acting in this capacity, we will make a positive impact on civic discourse and social justice. We must advocate for higher education in state legislatures and promote to others the value and benefits of higher education. Academia has shown its value in addressing the problems of our society and requires its leaders to advocate for its continuance and growth. Individuals with a college degree have increased earnings, provide increased tax revenues, live healthier lifestyles, and are more active citizens (Baum, Ma, &Payea, 2013). These attributes are needed to address social justice issues. As doctoral degree holders, we are ‘one percenters’; we have more formal education than 99% of the American population (Ryan & Siebens, 2012). As a one percenter, I have the responsibility to advocate, disseminate, and promote higher education. I have a duty and responsibility to use this ‘super power’ to pursue “relevant public policy and social change initiatives” called for in the AAACE mission (AAACE, 2017). My actions and practice must connect with the theory of adult education and the call from the AAACE mission. We must not be fearful to engage in advocacy after the results of the 2016 voting season, and should instead create opportunities for civic discourse with students, colleagues, and the community.

[Reflections excerpt, by Daryl R. Privott, “Battered not Broken” in Dialogues in Social Justice: An Adult Education Journal, (2017), 2(1), pp. 9-11.

I Am An Adult Educator – Articles & Information Needed

The AAACE Board of Directors recently discussed a new marketing campaign focusing on the tagline: "I AM AN ADULT EDUCATOR”. The 2017 AAACE Annual Conference in Memphis, TN will be the kick off for the promotion of this new marketing campaign for AAACE. The objectives of the campaign are as follows:

1.     To position AAACE as a leader in the field of adult and continuing education.

2.     To educate members and the public about the core values of AAACE as determined by the AAACE strategic plan.

3.     To recognize the role of the adult educator and those who provide support for adult educators in all areas of education and the impact they have in teaching adult learners.

4.     To spread the word about AAACE and to attract new members to AAACE.

5.     To create a recognizable "Brand” for the value that adult educators provide to all adult learners; focusing on the commonality that is inherit in all adult educators regardless of specialty or area of expertise.

6.     To engage individual members and adult educators in sharing theories of practice and implementation of best practice and methodology for adult learners.

7.     To provide leadership opportunities, volunteer opportunities and organizational support for the profession of adult and continuing education.

The key to the success of this campaign is YOU! AAACE needs all the members to provide information on how being an adult educator has had an impact on their lives, on the lives of their students and their institutions. This information can be as short as one paragraph or as long as two pages. You can also submit articles that have been previously published, as long as AAACE can reprint with permission. We want to include this information in the AAACE newsletter, on the AAACE website and on social media. We want to promote and share stories, testimonies, and research.

YOU are the key to helping show how IMPORTANT adult educators are in the world of education. All information can be easily submitted using the smartsheet link. Please fill in the information and attach your article using the little paperclip on left hand side of the smartsheet.

Feel free to send any questions to Donna Heavener at donna@aaace.org. We look forward to hearing all about your successes as an Adult Educator.

AAACE and Stylus Publishing are proud to announce the publication of the InternationalCompendium of Adult & Continuing Education and welcome you to its launch at the 66^th Annual Conference in Memphis. The ICACE is an excellent resource for multidisciplinary scholars, graduate students, and scholarly practitioners, providing a thematic organization of concepts that explain key aspects of adult and continuing education. Contributors from throughout the global adult education community offer insights into the four major areas of: Adult Learners, Teaching and Learning, Leading and Administering, and Inquiry and Influences. There will be various opportunities to learn more about the ICACE throughout the conference, with presentations by its core editors, Alan Knox, Simone Conceicao, and Larry Martin, as well as contributing authors. We are also excited to invite you to an ICACE book signing at the Stylus Publishing booth. Stay tuned for more details on that.

I had the chance to talk with Alan, Simone, and Larry about the ICACE and found out some interesting information. Here’s an excerpt of our chat:

1. The ICACE covers a great number of topics and issues central to the field of adult education. What are the central themes of each volume and how are they connected to one another?

During our week in Memphis, we especially welcome opportunities during conference sessions, and informal conversations, to learn about your activities and interests, to which Compendium contents can contribute.

Note: Detailed information about the four volumes of the ICACE is available at https://sites.google.com/site/icacecompendium/home

2. Adult educators work in a variety of professional backgrounds. How is that diversity incorporated into the ICACE?

Fortunately, Compendium contributors are practitioners and scholars from various countries and types of provider organizations, so each article combines a focus on issues and decisions of interest to readers of the article; and use of examples, concepts, publications, and applications for future directions.

3. How would you like to see adult and continuing educators use the ICACE?

Compendium articles are grouped in four volumes on learners, teaching, administration, and inquiry, with multiple articles together in three or four sections of each volume; with the keywords and links to related Compendium articles that enable you to navigate from article to article based on your experience and interests.

4. How will we have a chance to learn more about the ICACE at the 66th Annual AAACE Conference?

Compendium contributors will be available at conference sessions, and in informal conversations to explore ways in which Compendium contents can be beneficial to you.

5. Finally, what are you most looking forward to in Memphis?  

Compendium contents provide a map of concepts, examples, and publications which you and other able educators of adults in many countries, associations, and parts of the field can use with your local program stakeholders for use to enrich program activities, and your own ongoing professional development.

Our current era is one of complexity, contradiction and change.  A confluence of economic, political, and social forces are affecting students, faculty, higher education, nations, and the world.  CPAE’s Opening Session this year, Finding Opportunity in Complexity and Change: Adult Education Moving Forward, will feature keynote speakers and a panel on which several of our members share the initiatives their academic programs have launched to take adult education forward in this environment. The conversation begun at the Opening Session will continue at the Business Meeting during the evening of Thursday, November 2. This will afford individual CPAE members the opportunity to share additional perspectives and experiences on finding opportunity in complexity and change.

Opening Session Keynote Speakers

Dr. Aliki Nicolaides – Associate Professor of Adult Education, University of Georgia

Dr. Victoria Marsick – Professor of Education, Co-Director J.M. Huber Institute, Program Director of Adult Learning at Teacher’s College, Columbia University

What are the consequences of learning and action in response to new complexities individually, collectively, and systemically?

Keynote Panelists

Dr. Monica Fedeli - Associate Professor of Didattica e Pedagogia Speciale (Teaching and Learning of Adults), University of Padua

Based on a European Commission funded study on modernizing university teaching, Dr. Fedeli will describe the development of the Teaching 4 Learning Program at the University of Padua. At present it involves a series of faculty development and organizational initiatives, both departmental (engineering, math, psychology, pharmacy), and university wide (new faculty) to promote active learning and the creation of faculty learning communities.

Dr. Lee Nabb - Assistant Professor, Foundational and Graduate Studies in Education, Morehead State University

Dr. Nabb will discuss the expansion of Adult and Higher Education M.A. and Ed.S. programs and the creation of an adult and higher education specialization in the Educational Leadership in Ed.D. program, which have created foci, cognates, and emphases in legal and policy studies. He will also discuss projections for a university-based center for social justice, a journal for adult and higher education and social justice, and how all these initiatives work together.

Dr. Steven Schmidt - Professor and Program Coordinator Adult Education Program, East Carolina University

The Adult Education Program at ECU has shown considerable growth in the past few years, even as enrollments in other programs in the College of Education have declined.  Dr. Schmidt will share some reasons for the growth, including the continual development of new courses and graduate certificate programs, the development of partnerships with other schools and colleges across campus, and the maintenance and expansion of the program's contract with the U.S. Army.

The American Association for Adult and Continuing Education (AAACE) is a professional association providing leadership for the field of adult, community and continuing education through publications, conferences, advocacy, and dissemination of research and best practices. AAACE was founded in 1982.

The mission of AAACE is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives. AAACE is dedicated to the belief that lifelong learning contributes to human fulfillment and positive social change. AAACE members envision a more humane world made possible by the diverse practice of the members in helping adults acquire the knowledge, skills and values needed to lead productive and satisfying lives.

AAACE publishes the leading adult education journals in the field: Adult Education Quarterly (AEQ), Adult Learning (AL), and the Journal of Transformative Education (JTED). In addition, the organization publishes the Handbook of Adult and Continuing Education every 10 years.

The AAACE annual conference is held in different regions of the country on a rotating basis, often in partnership with state, regional, or other national and international associations. Several AAACE commissions offer pre-conferences and co-conferences during the annual conference, including the Commission on International Adult Education, the Commission of Professors of Adult Education, the Commission for Distance Learning and Technology.