The Future of Adult Education

Above is among the very first video presentations I produced when I began my PhD studies at the University of Georgia in Fall 2010.  I plan to produce a much more sophisticated documentary highlighting my Visiting Scholar experience and dissertation research in Chile.

This was a video created in my course EDIT 6150e (Intro. to Computers for Teaching) during the first summer session.  It was a completely asynchronous course and accomplishing this project with a group partner was quite the challenge as we had no face-to-face meetings.  Nevertheless, it turned out very nicely and focuses on the subject of encouraging adult learners who are digital “non-natives” to use mobile technology and devices.

July 16, 2013

Awesome University of Georgia LEAP Faculty


I think it is so awesome that two of my Professors from my adult education program at the University of Georgia travelled to South Africa this summer and met with Winnie Mandela.  Dr. Juanita Johnson-Bailey and Dr. Talmadge Guys are awesome professors whose scholarships focuses on Women’s Students and African American Studies.

July 21, 2013

Using Technology as a Teaching Tool

This summer I took a course to complete the requirements for a certificate offered by our Graduate School. It’s an Interdisciplinary Certificate in University Teaching. As a type of deliverable for the certificate I created a YouTube video of how blogging can be used to meet the 4C’s of using technology for teaching. The 4C’s are: Communication, Collaboration, Creativity, and Critical Thinking, all of which are foundational adult learning objectives.


July 31, 2013

Worldwide Implications for Adult Learning in the 21st Century

Adult Education is undergoing a paradigm shift in response to globalism that has placed new demands on adult learning and the workforce of the future. A prototypic case of a nation specifically negotiating these challenges is Chile. Recently, the Office of the Minister of Education commissioned research on how adults choose to enter the pursuit of higher education and manage educational debt while negotiating the demands in their personal and financial lives.  Similarly, an avenue through which many adult learners in the U.S. have sought to resolve the demands of work, family, and career has been accessing expedited pathways to advanced educational credentials at for-profit graduate degree granting institutions.

The purpose of my dissertation research is to compare civic engagement activities and outcomes in Chilean private for-profit and public graduate education and to interpret that engagement through Spiral Dynamic Theory. Chile, South America, was selected as the context for this research due to the fact that since approximately 1973, the dominant form of Chilean education ranging to K18 (elementary to graduate levels) has been private for-profit.   The following research questions guide this study: 1) To what extent are Chilean public and private for-profit institutions committed to doing civic engagement education and practices? 2) What are the prevailing vMEMEsof Chilean graduate students in public and private for-profit higher education institutions? 3) To what extent is there a relationship between graduate student personal characteristics and civic engagement outcomes? 4) Is there a relationship between institutional type and graduate student civic engagement outcomes? This dissertation study employs a mixed methods research design utilizing a substantive theory of Spiral Dynamics Theory.

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