Unique Adult Education Programs

Dan Royer commented on blogs 2 and 5
Lyndsey Hildenbrand commented on blogs 2 and 5

Unique Adult Education Programs

Dan W. Royer

Amanda Campbell

Lyndsey Hildenbrand

Ball State University

Introduction

Our experience with adult education stems from varying backgrounds. However this in essence is what the concept of adult education encompasses. Adult education is defined as “activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” (Merriam & Brocker, 2007).  Through the readings assigned in class it is evident that adult education can take on many shapes and sizes whether that be the purpose, content, or structure that it pursues. Adult education can facilitate social growth and personal relationships, empower individuals to live better lives, or help facilitate community growth. The reasons above briefly touch on the reasons why each of our experiences with adult education is unique and different. The following accounts for the different forms of adult education that we are or have been involved with.

Dan Royer’s Personal Story

My career working at Blue Cross of Illinois introduced me to the world of continuing professional education.  This consisted of a number of different training classes and assignments.  The most unique program in this setting was a one day training seminar at the CPA firm of Peat Marwick.  A group of employees were being trained to become facilitators for workgroups.  During the day we participated in learning exercises which included working in groups to solve problems, role playing and conflict management.

Peat Marwick Facilitation Training

The first program to be described here is the one day program at the Peat Marwick CPA firm in Chicago, Illinois.  The training program was in response to an internal initiative to launch a concept called Total Quality Environment.  The point of the Total Quality Environment was to work on internal issues and involve employees throughout the division to identify problems and seek solutions.   The training was called Total Quality Environment Facilitators Training.

The learners in this training were all from the Medicare Audit division of Blue Cross of Illinois, and were considered to be good candidates to lead facilitation groups.  With that in mind, the individuals who participated in the training were selected based on several criteria, which included their leadership experience, whether they were officially a part of management or not.

To begin with we were divided into groups and as groups we were given information, principles and assignments.  The point was to work together in a group to identify problems and find solutions.  Issues addressed included how to facilitate a team with diverse personalities and different priorities.  Many of the sessions involved practice with cases where the individual group worked on identifying a problem, finding possible solutions, and dealing with conflict management issues.  The session lasted approximately six hours and at the end of the day each group was given a role play assignment.  Each individual was given a particular character/personality which they had to portray in the group activity.

The implication from this training was to develop individuals who demonstrated leadership skills; equip them to lead a team; and utilize the facilitation skills provided in the training.  As a result of the training, every participant was involved in facilitating a fully functioning team which worked together to identify problems and propose solutions to these issues.  Each of the facilitators worked together with several teams and presented their findings in a management meeting at the conclusion of the work of each group following a period of approximately three months.

Lyndsey Hildenbrand’s Personal Story

Although my background with adult education is very limited, this course is showing me that I have been influenced by adult education more than I previously realized. I was recently involved in an adult education class that served as more of a social opportunity for personal growth. The experience would most likely be considered nonformal education, based on the definition of such being “ any organized educational activity outside the established formal system…that is intended to serve identifiable learning clienteles and learning objectives” (Coombs, Prosser & Ahmed, 1973). The purpose of this class was to learn how to paint a canvas picture. The group involved one facilitator who was the professional artist and then five adults. This class was held in the facilitator’s home, not only did the group learn techniques specific to painting but it also facilitated the opportunity to meet and interact with new people.

            The case study I would like to discuss is an adult education class that has not in fact happened yet. The class is one that I will actually be teaching to members of my church located at the Irvington United Methodist Church. The purpose of the class is to educate those interested on hearing loss, hearing aids, and communication strategies. The class is a health fair that will be held monthly. My field of study is related to helping others, by holding this class I am able to contribute the knowledge that I have to improve the quality of life that others experience. Those attending do so because they have questions regarding hearing loss and the way it affects their livelihood. There are three main goals that I plan to accomplish during these health fairs. The first goal is focused on hearing aids. I plan to clean and check learner’s hearing aids to ensure that they are functioning properly and also to teach proper maintenance of personal hearing aids. Along with cleaning I will also answer questions about hearing aids to those who may be interested in them but have not purchased any. The second goal of the class is to perform hearing screenings to any who is interested or concerned about their hearing status. The third goal is to discuss communication strategies for individuals with hearing loss. The strategies will be provided to those who are hearing aids owners as well as non-hearing aid owners. The communication strategies are meant to provide the ability to improve listening in environments that make this difficult. The educational perspective that this class is mainly related to is the humanistic perspective. The focus of this perspective is developing the learner in terms of the potential to do so (Merriam & Brocker, 2007). This class is meant to empower those living with hearing impairment to use the tools provided to improve their quality of life.

Amanda Campbell’s Personal Experience

Education has been a large part of my entire life; however, adult education has not been something I have been involved with (aside from being a college student).  As a future audiologist, practicing in our university clinic, adult education is a part of each and every patient appointment when we counsel patients on hearing loss, ways in which to prevent further damage, and overall hearing health.  Additionally, as an audiology doctoral student, a myriad of continuing education opportunities have been provided on campus in which I have been involved in.  Although I have been involved in these two adult education activities, I do not consider either of these as major adult education programs, per se.  Therefore, I will focus on an adult education program which I have not been involved in as of yet, but plan to in the future—Indiana Speech Language Hearing Association.

The Indiana Speech Language Hearing Association (ISHA) is the state level professional organization for speech pathologists and audiologists.  ISHA is the state level of the nationwide professional organization, American Speech-Language-Hearing Association (ASHA).   The ISHA headquarters are located within Indianapolis, as that is a centralized location within the state, but their involvement and influence is seen throughout the entire state.  Per their mission statement on their website, “The mission of the Indiana Speech-Language-Hearing Association is to advance the professions of speech-language pathology and audiology through a commitment to advocacy and professional development,” (Indiana Speech-Language-Hearing Association, 2013) .

As the mission statement implies, the purpose of the organization is to help promote best practices within the fields of speech pathology and audiology.  The organization achieves this by providing current news, licensing information/help, research, continuing education, and other events related to speech pathology and audiology. 

ISHA works as a professional organization that is led by professionals for professionals of the field, working from the perspective that best practices in the field come from having the most knowledge and research possible.  Therefore, the focus of the organization is to provide information, using a variety of modes of presentation.  The educational perspective of the organization is that of a humanist perspective.  Humanist perspectives described by Merriam and Brockett applied to adult education, “focuses on developing the potential of the learner,” (Merriam & Brockett, 2007).  The opportunities provided by the organization, which will be discussed next, work to promote the best practices within the field and therefore exemplify what the humanistic perspective describes.  Additionally, Merriam and Brockett continue to add that the humanistic perspective is “learner-centered because the view assumes that learners are internally motivated,” (Merriam & Brockett, 2007).  Since membership and participation in the organization is completely voluntary, it is assumed that all professionals and students involved in the educational opportunities are doing so voluntarily and are therefore internally motivated to learn about and implement the best practices. 

While ISHA is considered a professional organization, there is some student involvement in the organization.  The main audience for the information presented by ISHA is professionals within the field.  Information is centered around licensure or current topics related to practicing within the fields of speech pathology and audiology.  Since these topics are most relevant to those already professionally practicing, professionals are the target audience, as the information provided can more directly affect the practice of those in the field.  A smaller audience is that of the student.  Undergraduate and graduate students in speech pathology and audiology can join the organization as a student, and many colleges and universities have student chapters of ISHA (the student ISHA/ASHA chapters are referred to as NSSHLA—National Student Speech Language Hearing Association).  As students this organization can help in preparing for licensures, aid in networking with current professionals, and enhance the education obtained in the classroom at the university. 

A large part of the professional development provided by ISHA comes once a year at the annual ISHA Convention, which takes place in Indianapolis.  This event brings together students and professionals from around the state for three days of networking and presentations on topics of interest in the fields of speech pathology and audiology.  This year I will actually be participating in this program by presenting at the ISHA Convention.  My presentation is an example of a way in which students can participate and have an influence within ISHA, as I will be presenting on current research I am working on along with my professional supervisor.  The research being conducted can not only help in further understanding the ear and the auditory system, but can help understand other disorders and the way they are treated.  This type of presentation provides new information that practicing professionals can use to implement in their practices and intervention strategies. 

            ISHA approaches adult education in a multi-modal format.  This is of great importance in order to reach the largest possible audience.  Much research has been done on multi-modal presentation of information, especially for those with learning difficulties.  However, it has also been found that a great deal of variability is seen in the way in which students learn.  Because of this, in order to attract the largest possible audience, information cannot only be presented in a single printed document on a website, or only via a web video.  ISHA provides a great example of how to offer information in different formats.  Throughout the year, articles and videos can be seen on their website, as well as sponsoring events and hosting the large annual convention. 

Table 1  Adult Education Programs: Dan Royer

Area	Peat Marwick Facilitation Training
Locations	Chicago, Illinois at the offices of the CPA Firm
Educational Purposes	To prepare and equip leaders to facilitate workgroups as a part of a Total Quality Environment initiative
Educational Perspectives	The educational perspective was to equip and prepare specific individuals to facilitate workgroups in order to address problem areas.
Learners	Members of the Medicare Audit Division of Blue Cross and Blue Shield of Illinois.  Leaders who were selected to participate.
How was the program organized	The program was built around group work, facilitation exercises and role play
Implications	Develop individuals to become group facilitators

Table 2. Summary of Unique Adult Education Programs: Lyndsey Hihldenbrand

________________________________________________________________________

                                                                                    Hearing Health Fair

Locations                                                                    Irvington Methodist Church

Educational Perspective                                              Humanistic

Educational Purpose                                                   Teach about hearing loss

Learners                                                                      Church Members

Organization                                                               3 main goals; hearing aids, hearing

                                                                                    Screening, communication strategies

Implications                                                                Empower individuals with

                                                                                    Hearing loss

Table 1. Summary of Unique Adult Education Programs

________________________________________________________________________

                                                                                    ISHA

Locations                                                                    HQ-Indianapolis (but statewide)

Educational Perspective                                              Humanistic

Educational Purpose                                                   Promote best practices in the fields of

                                                                                    Speech pathology and audiology

Learners                                                                      Professionals and Students

Organization                                                               multi-modal

______________________________________________________________________________

Implications                                                                Provide most up to date information and

                                                                                    Research to continue best practices in the

                                                                                    Fields of audiology and speech pathology

References

Coombs, P.H., with Prosser, R.C., and Ahmed, M. (1973). New paths to learning for        

children and youth.  (p. 11). New York: International Council for Educational Development.

Indiana Speech-Language-Hearing Association. (2013). Retrieved February 26, 2013, from  http://www.islha.org

Merriam, S., & Brocker, R. (2007). The profession and practice of adult education. (p. 8). San Francisco: Jossey-Bass.

Merriam, S., & Brocker, R. (2007). The profession and practice of adult education. (p.p.40-42). San Francisco: Jossey-Bass.