Group 5 Survival Memo

Final Project Video

November Monthly Summary

November Summary


Sean commented on Group 2 and Group 4's November Summaries

Joseph Haynes' November Summary

November was a trying month. Trying to get everything done for the end of the semester in my classes has been difficult. Again, the inability to get together early for our latest paper made things tough, but it is the nature of the business with group projects. I have grown to be a little more tolerable of it but it is still not easy. It’s kind of funny, with each new assignment my group does I think we keep doing better and I’m having a better understanding of Adult Education. The only problem is as we get graded for each paper the grades keep going down. I understand we are all very busy and maybe it is because we don’t spend the time on each assignments that we should but it is a bit confusing that we keep getting worse. But I have faith in our group, what one person lacks the others pick up, so I am thankful for my teammates.

The homework this month has been very enlightening. Everything has seemed to be able to lend itself to the E-Archive project and even though it was tough this month everything worked out well for the project and I believe we were able to provide a top notched website (Sean did wonders on the website). Overall, with the difficulties we have had getting together, I think we all have done a very good job on the group projects.

I understand things will become very busy finishing up the final project. But I think all will come together when our group gets together for the final times.

Joe Haynes commented on group 3 and 4 (E-Archive)

Troy’s November Summary EDAC 631

Perseverance is the overall one word description for November for me as well. Whether it was technology issues, conflicts in schedules, starting a new contract for work, or personal barriers, I had to overcome and persevere. This perseverance builds character and allows us to grow as both adults and students.

The adult educator program review and the e-archive was a great “check in learning” and opened my eyes to where and how I’ve developed since August. I have grown as a future adult educator and the assignments for November reflect. The design of the class was set up this way and it works for us to have this self-reflection about ourselves and students and future adult educators.

To summarize, “don’t quit” was put in my mind when I was young and it has carried me through many challenges in my professional life. This same mind frame continues as a graduate student. On the personal level, I quit smoking after 27 years and on a professional level, I didn’t quit or give up on my studies.

Sean Rodgers November Summary

November was another challenging month, but also a month of learning. The projects were challenging and illuminating. We started the month with a Community Organizations project. I thought we have started working better as a team, and I thought the project turned out well. This wasn't really reflected in the end result though. Silly little mistakes and omissions can prove to be somewhat costly. I think the E-archive turned out really well also. I haven't ever put together an actual website, so I saw this as a challenge to myself. I thought it turned out pretty decent, although I make changes to it each time I visit. I can see how website maintenance can be so time consuming.

On the home front, the challenge was the flu. During mid-November it hit both the boys, and me. The irony is that we had scheduled the boys for flu shots, but had to change it because of such a busy schedule. We all should take time to slow down life on occasion, eventually some occurrence will slow life down for you. During mid-November I was laid up for two days recovering.

There was actually an additional challenge in just writing this short monthly summary. My wife's Apple iMac stopped working Thanksgiving week. You know its bad when the people at Apple Care state that they have never heard of a problem like the one we had, and they couldn't find a solution for the problem in their database. Turned out to be a faulty hardware issue, and we will be getting a replacement. But I had to turn my computer over to here in the meantime, as she has much more schoolwork going on then I do. Next week she has five finals, and it made me glad I was in graduate school. I am still busy, but really no comparison to her workload. So, I had to sacrifice my online access to help her, but it reminded me of the modified Marine Corps motto to;d to me when I was stationed in Saudi Arabia. Instead of Semper Fi (or Fidelis) meaning always faithful, Marines would say Semper Gumby, meaning always flexible. In other words, work through and manage what ever happens. I think this is the best advice in surviving school and, in many ways, getting through the daily challenges of life. Always be flexible. Although, I must admit looking forward to the end of this term.

E-Archive and The Many Faces of Adult Education

Many facets of Adult Education

Roles- Troy summary and collaboration
Joe summary and collaboration
Sean website and collaboration




Sean commented on the E-Archives of Group2 and Group4


 VISIT our E-Archive at:

 http://edac631chang.wix.com/edac631group5

When trying to understand what Adult Education is, it's not just one simple thing.  It's like looking at a diamond.  Depending on the angle you look at it you can see many different facets.  Here are examples of certain events, certain people and certain groups that have shaped the fabric of adult education.

First thing to look at is the history of adult education.  We've looked at two decades for adult education, the 1920's and the 1940's.   Sean Rogers wrote, "The 1920's saw the increased availability of electricity, automobiles, telephones, radio broadcast and movies.   Adult education was a movement that would be influenced by an odd combination with corporate industrialists on one side and labor leaders on the other. But both sides wished to take the concept of education out of the realm of the traditional school, and both sides saw the importance of including the adults in their plans. Although, there are other factors that influenced adult education during this time, this report will concentrate on the changes in adult education as a result of organizational institution influences."

The 1940's saw World War II, the process of coming out of the Great Depression, society dealing with adversity with rationing and family members leaving for war. Technical inventions grew with leaps and bound with computers atomic weapons, radars, microwave ovens, Velcro, Tupperware and even the Frisbee.  With adult education, a great many universities help out the military with training and education and also offered the Adult Education Extension Services which allowed servicemen to take correspondence classes.  Combine that with the introduction of the G.I. Bill made a huge leap in adult education.

The next aspect to look at is the adult educational programs.  Programs can come from anywhere.  Local, city programs, to state programs to federal and national programs.  We took a look at 2. Unique programs.  First is Shifting Gears of Illinois.  Sean wrote, "The Illinois Shifting Gears or Illinois Bridge program is actually a group of programs that is pledged to improving job perspectives for unskilled and low-skilled low wage adults in Illinois.  The American Community Survey of 2010 (as cited by the Illinois Community College Board, 2013) found that in Illinois, over three-quarters of a million people do not have high school diplomas and many adults lack the literacy skills needed to fulfill the needs of potential employers."

The next program was the Texas Wildlife Association.  Mr. Faas stated, "The specific purpose of each workshop may vary (e.g. deer, quail, and water). In general we want to educate landowners, managers, hunters and wildlife enthusiasts about sound land stewardship, natural resource management, wildlife and habitat management and any concerns they may encounter in regards to private landowner rights."

Another important aspect that was covered was Adult Education Educators.  The first one that was talked about was Jane Addams.  Sean wrote, "Jane Addams had a firm belief that to make a change in the community, all members of the community should be served. Addams felt that under-educated adults were being under-served. She thought the best way to serve the community was to serve all the groups involved in the community, which included women and men, immigrants and natives. A list of courses taken from a January newspaper listing show classes offered in everything from arithmetic, art, music, and law."

Another adult educator was K. Patricia Cross.   "Although Cross is not trained nor making a career out of adult education, she has made an impact to the field of adult education with her publications. She was involved in publications that provide support to develop adult non-traditional study opportunities in the US."(2006) the way she shows in her writings is an innovative perspective on adult education which makes her one of the top researchers, speakers and writers in her field."

Finally, Adult Education Organization plays a major role in the future of adult education.  We looked at two, first was Proliteracy Worldwide.  Sean wrote, "ProLiteracy Worldwide is an international organization, based in Syracuse, New York, which aids programs that focus on adults with literacy challenges and connects these people with local programs that help them gain or improve their ability to read and write. In addition, ProLiteracy supports and champions’ literacy programs both nationally and internationally. ProLiteracy states it mission simply as “Every adult has a right to literacy. We develop and promote adult literacy learning, content, and programs to help adult learners, and we advocate on their behalf” (ProLiteracy.org). ProLiteracy supports programs in all 50 states and 34 international programs."

Last, the California Council for Adult Education plays a huge part in California’s' system.  "The mission of the California Council for Adult Education is to take a leadership role in promoting adult education, providing professional development, and effecting change to best serve the needs and interests of adult education, the CCAE membership and the people of California."

Regardless of how large or where geographically the programs are, one basic fundamental exists.  Programs that reach down to the grass roots level are the most effective and ultimately help the local community the most.  By focusing on local people, both educators and learners, these adult education programs reach further when the focus and direction is at the local level.  This is the biggest and most valuable piece of the project so far.  Every part of the project indicated that this is the “model” to follow is a program that uses resources from a range of areas yet it focuses on individuals and communities at a small, grass roots level. 

 

 

 

Adult Education Organization

Joe commented on team 3 and 4

October Monthly Summary

Group 5 - October Monthly Summary

Sean posted on Group 1 and Group 2's October Summary.

Joe Haynes' October Summary

This paper ended up like the last one. I believe this paper turned out well, good team work but again we waited till the last minute to get it done. I understand we all have personal lives and I'm to blame as much as everyone else for procrastinating, but I have a feeling this will be the last time that we wait till the last minute.

I was lucky enough to be able to interview the educator for my last paper and I enjoyed it very much. Our team set up guidelines on who was going to do what and to finish everything up. We carried that over to this paper. Once we got started everybody knew what to do. I was lucky again being able to interview the person in charge of the educational program and again I enjoyed the paper.

I know I'm going to get an early start on our next paper. I think we will have discussions on what everyone's rolls will be on the paper. In the end, I know our team will work strong to get a quality post to our blog.

Troy Rector's October Summary

The discussions in week's 8,9, & 11 continued to be insightful and informative and the personal side of each student remained this month.  These discussions, paired with the academic text continue to expose the introductory level knowledge of the field of adult and community education.  

Week 10 was Fall Break and there weren't any discussions.  I actually took my "break" earlier in the month and spent the first week of October in Florida, primarily Disney World.  What I learned has to do with commitment.  I made a commitment to family that I would take them to Florida during the fall break from school.  I also had a commitment to my own studies as well as my group members for the projects.  I've learned that despite my own personal commitments, I need to communicate when there is something that might limit my ability to fulfill commitments I've made to my group members.  Although I still contributed greatly, there were times I wasn't "in the loop" because I was either in a theme park or had my toes in the sand.  

Both projects came together for our group and turned out really well.  The Leading Adult Educator project allowed me to learn more about those who "blazed the trail" before me.  Those educators who have contributed greatly and left their legacy within the adult and community education field. The unique adult and community education programs project did the same thing.  This was quite informative to understanding that adult and community education exists on different levels and different ways.  Although our two programs had a ton of differences, the base idea of community organized and grass roots based program was an attribute that both shared.  Definitely a great learning tool for me.  

Sean Rodgers' October Summary

Reflecting back on this last month (October 2014), and how this class is progressing, I feel that it is go well. It has been a very busy month for me, both within the class, and personally. So much so that I was very glad to have a fall break. Although, it wasn't a true break as my other class was still going on. The advantage of that being that I had only one class going on at a time.

This month had two projects associated with it. The first was the Leading/Community Educators and the second was the Unique Adult/Community Education Programs project. I enjoyed both projects for different reasons. The Leading/Community Educators project I enjoyed since I was able to learn more about Jane Addams. She is a source of pride around this area since she is from here and there aren't a lot of Nobel Peace Prize winners. It was interesting to get her know her better. The second project I enjoyed because I am starting to understand the team dynamic more, and feel that we are improving in the way we work together.

The challenges that I faced were more related to a sense of being rather burnt out. September is the busiest time for accountants at a television station. It makes sense, since September means new programs and new programming contracts. So I was working 60-80 hour work weeks. In addition to that, the first project was due the same week that one of my classes was ending and I had a final project due that week. My widow 87 year old father is also in the process of moving out of his house to live in an apartment. My parents were together for 56 years so there is a ton of stuff to go through. Luckily I have eight siblings, but I still feel So I was super busy in September, but one of the things I learned in my MBA program is that complaining about been busy in such a program is a little too self centered. Because guess what? All your fellow students are busy. Also, my two boys don't care how busy I am. They need their dad time.

Upcoming we have another group project in Important Adult Education Organizations due on November 9^th. Luckily, I have already done some work on this, as I initially chose an organization to write for the Unique Adult Organization project, but the more I wrote about, the more I realize that it fit more into this project. Also coming up is the E-Archive project due on November 23^rd. I admit that I am somewhat nervous about this project, as getting the blog going was a bit more challenging than it really should have been. I think the biggest problem with initiating the blog was the feeling of intimidation associated with it, and I feel the same about the E-archive.

But It will get done. It is part of the never ending and never too old learning – to face the challenge of new ideas head on, even if it means getting out of my comfort zone. Essentially that is what adult education is also about. So there is the advantage of going (growing?) through this process, as in the end it will make me a better educator.  

Unique Adult Programs

By Joe Haynes, Troy Rector, and Sean Rodgers

EDAC 631 Adult and Community Education

Ball State University

Introduction

The two adult education programs that Group 5 reviewed are Conservation Legacy Program under the Texas Wildlife Association and the Illinois Shifting Gears Program under several state of Illinois government offices. Although these two programs are very different and unlike many other programs, there are some similarities that can be seen and that emphasize adult and community education. Each program has its own set of learners as well as purposes and goals, yet there are common ground that can be seen in most adult and community education programs.

Conservation Legacy Program

Conservation Program Coordinator, Clint Faas (personal communication, October 27, 2014) states, "My responsibility through the Texas Wildlife Association (TWA) falls under our Conservation Legacy (CL) program area. CL is divided into Adult and Youth Education with staff working on both sides. As far as a program name, we typically refer to all of my programs collectively as adult education. Within Adult Education we offer quite a few educational opportunities throughout the year."

Sub-programs

Listing of such programs are as follows:

Wildlife for Lunch Webinars: Free monthly webinars offered the 3rd Thursday of every month. Topics range from game and non-game animals to nuisance wildlife control to using cattle for managing wildlife and to habitat management techniques.

Texas Deer Study Group: A 1.5 day workshop focusing on white-tailed deer management and current research.

QuailMasters: Intensive quail management workshop. Four 2.5 day sessions that cover in-depth biology of quail, their habitat requirements and management. Students can also get credit for graduate courses.

Women of the Land: Program specifically for women. There are two workshops; one that introduces the concepts of wildlife ecology and management and a second that gets ladies involved in the hands-on aspect of management (tractor driving, chainsaw, prescribed burning, etc.).

Land Contractors workshop: Teach brush management, contractors and equipment operators about natural resource and wildlife management.

Lone Star Water Forum: Statewide forum. Each year we have a different topic that discusses new issues with our states water supply.

South Texas Wildlife Conference: Regional event that focuses on various types of wildlife management. Typically deer and quail.

There are also various educational programs in conjunction with the Annual Convention, Houston Livestock Show and Rodeo, etc.

Location(s)

Clint Faas is located in San Antonio, Texas. Mr. Faas states, "The locations vary depending on the specific program. Some programs are held at the same venue from year to year. For the one’s that aren’t we try to move them around the state to get people from different areas involved. Because of the size of the state it is sometimes hard to reach all areas but we try to not leave any area out."

Educational Purpose

Mr. Faas stated, "The specific purpose of each workshop may vary (e.g. deer, quail, and water). In general we want to educate landowners, managers, hunters and wildlife enthusiasts about sound land stewardship, natural resource management, wildlife and habitat management and any concerns they may encounter in regards to private landowner rights."

Educational perspective

"Try to educate from a neutral perspective. Simply state the facts and try not to lean towards any side of a controversial issue. Strive to be a voice for the private landowner and want to work to ensure that tomorrow’s generation is able to enjoy the rich diversity and quality of wildlife that we enjoy today. TWA’s mission statement is “Serving Texas wildlife and its habitat, while protecting property rights, hunting heritage, and the conservation efforts of those who value and steward wildlife resources.” “In our Adult Ed programs we try to follow this mission in any material presented."(Faas, 2014)

Learners

"The audience varies depending on the presentation. Most of our attendees are landowners, land managers or hunters. However, we do have a large number of people that work for state or federal agencies as well as non-hunting wildlife enthusiasts that attend our programs."(Faas, 2014)

Mr. Faas also stated, "About thirty years ago, five ranchers, wildlife managers and hunters who were dedicated to the conversation, managements, and enhancement of wildlife and wildlife habitat on private lands wanted more of a voice in the debates over how land, animals, and environment were treated. So around 1985, they started the Texas Wildlife Association. After the founding of TWA, there grew a desire to reach out to larger numbers of individuals to offer educational programs about the management of their resources and issues that may come up that work against their rights as private landowners. From this came the Adult Education program. Since Texas is 95 percent private land, Texas hunters, anglers, wildlife watchers and conservationists recognized the necessity of working cooperatively with private landowners on wildlife, habitat and conservation issues."

Purpose and Implications

I asked Mr. Faas if he knew of any neighboring states that had similar programs to his. He stated, "To my knowledge, there are no programs like TWA in bordering states. There are likely educational programs that are similar offered by other groups like Extension Services, Parks and Wildlife or Department of Natural Resource service." Mr. Faas also stated, "To belong to the Association, there were varying levels of membership...Being a non-profit, the membership fees go directly back into the mission of the organization...The cost for each program varies depending on what type of program it is, what it costs to put it on and which groups or cooperating agencies are helping put it on. They ranged from no cost up to around $400. I would say the average cost of participation is around $40-$50 for a one-day program."

I asked Mr. Faas, "These programs seem very important to the State of Texas. Being out of the state, was there any way I could bring awareness to these issues?" He replied, "There are several ways to raise awareness to TWA and our programs. The first and easiest would be to direct people to our website. There is a lot of information about what we do and what we are involved with (www.texas-wildlife.org). Although we focus on current issues in Texas wildlife, we do have members and supporters across the United States. Another way would be to take part in our free webinars. These are offered from noon-1 PM the third Thursday of every month. All the user has to do is log in and the presenter will go through the presentation as if it was face-to-face. Participants are able to ask questions and interact via a chat window. All of our webinars are archived and can be viewed free of charge on our website." http://www.texas-wildlife.org/resources/webcasts/category/webinars/

Illinois Shifting Gears (Bridge) Program

The Illinois Shifting Gears or Illinois Bridge program is actually a group of programs that is pledged to improving job perspectives for unskilled and low-skilled low wage adults in Illinois. The trend in the U.S. workforce is toward more educated workers. Research by the Work Force Alliance (as cited by Illinois Community College Board, 2013) shows that it is estimated that by the year 2020, 67% of all jobs in the United States will require a postsecondary degree. The American Community Survey of 2010 (as cited by the Illinois Community College Board, 2013) found that in Illinois, over three-quarters of a million people do not have high school diplomas and many adults lack the literacy skills needed to fufill the needs of potential employers.

The program started as part of the Shifting Gears Initiative, which was funded by the Joyce Group. The Joyce Group is an organization which commits funding towards programs that improve the welfare of the populace around the great lakes region. As such, the Shifting Gears Initiative was funded for job training programs in Illinois, Wisconsin, Ohio, Indiana, Michigan, and Minnesota. Each state was then expected to come up with specific initiatives and programs to implement. For instance, according to Roberts and Price (2014), in Indiana Shifting Gears funding, as well as other funding sources, were used to create the WorkINdiana program which provides industry recognized certifications in certain career fields.

The initiative was taken up in Illinois by the Illinois Community College Board (ICCB) and the Illinois Department of Commerce and Economic Opportunity (DCEO). Both ICCB and DCEO has previously studied the situation and already had plans for the funds. The plan was to use community colleges to provide training and educational programs, possibly granting college credit, to setup specified curriculum.

Learners

The Illinois Shifting Gears program is for adults who are 16 years or older who have low to intermediate English skills and read at least at a sixth grade level. The participants may or may not have a high school credential and may be employed or unemployed. The programs can either be completed through one class, or through a series of classes. The bridge program is setup to focus on three different areas: contextualized instruction, career development, and support services. (1) Contextualized instructions provide the basic skills, including basic literacy, math and language proficiency; as well as, the learning specific occupational skills. (2) Career development provides instruction on including career path planning and development. (3) Support services provides the students with the necessary skills to help successfully navigate the process of transitioning from adult education classes to the work force which may include academic advising, tutoring, study skills, coaching, and referrals to improve their job outlook.

Subprograms

From 2009-2012, twenty three different bridge programs were established throughout Illinois (Office of Community College Research and Leadership, 2011-2012). These programs were established to depending on the recognized needs of the community. Each program developed its own curriculum, program specifics and success metrics. Also each program defined their goals, defined course description, developed a leadership team, established instructional methods, established targeted population and outlined assessment particulars. Most assessments are Test of Adult Basic Education (TABE). An important part of the program development was to establish partnership with outside organizations whose goals aligned closely with the program’s goals. These organizations could be other learning facilities, other adult education training centers and industrial potential employers.

The majority of these programs were related to health care career bridges (seventeen of the twenty three) with emphasis on educating adults about positions in the health care industry, especially nursing. Other programs involved manufacturing, hospitality and tourism, technical trade, early childhood development and transportation, distribution and logistics (TDL). Some of these programs also served to provides ESL services to adults, although most language skills were associated with the work place and desired occupation.

Program Model

One program example is Rock Valley College’s Transportation, Distribution and Logistics (TDL) Bridge program. (http://www.rockvalleycollege.edu/Community/AEBridgePrograms.cfm). Rock Valley College (RVC) is located in Rockford, Illinois and this training is considered applicable for the community as there are distribution centers for Lowe’s, Bergner’s, and BONTON, and a UPS hub at the airport. The program meets for 16 hours a week (4 hours/4 days) with the program goals being to improve students’ basic communication skills, gain greater understanding of the TDL industry, and successfully transition students to TDL careers. Various instructional methods are used, including lectures, guest speakers, and hands on equipment training, online activities, and group projects. The targeted populations are community members whose reading comprehension is between the 6^th grade and 9^th grade level, with ESL student’s abilities at an intermediate level or higher. Assessment tests include TABE, BEST Literacy for ESL, ACT WorkKeys, and ACCUPLACER. Partnerships for the program include student services professional within the college, TDL professionals, General Mills, BONTON, Syncreon US Automotive, and United Parcel Systems (UPS). Since this program’s inception, RVC has created bridge programs for manufacturing and health care as well.

Purpose and Implications

The implications of the bridge programs have been impactful to individuals, employers, and the community. Individuals have been able to acquire post-secondary credentials, and move up to better jobs. These programs also help participants get an introduction to post-secondary education, as most of these programs are held at community colleges. Employers are impacted since they are able to find the necessary personnel to continue their operations in an area where they have established infrastructure. The community and State are impacted since the program helps move low-skilled and low-wage workers to better, more stable jobs. The Illinois Shifting Gears program has seen 766 students graduate. (Roberts and Price, 2014, 13). Of the states that were funded by the Shifting Gears Initiative, Illinois has had the most participants and seen the most program graduates.

Comparison

The above programs are very unique and much focused on the learners, the goals, and the overall purpose. Each of these also hold some fundamental aspects that can be seen throughout other adult and community education programs.

There are two big differences between the programs. The biggest difference is the specific learners. Although they are part of a community, the individuals are dynamically different in the programs. While the Conservation Legacy Program has adults who are landowners, cattlemen, and outdoors-men, the Illinois Shifting Gears Program has adults who are below their peers in reading comprehension. The contrast ranges from successful Texas cowboys to slow readers in Midwestern Illinois. The second biggest difference is the reason the programs exist. The overall purpose of each program is greatly different. While the Conservation Legacy program aims to inform, educate, and disseminate information about wildlife and saving the outdoor ecological systems, the Illinois Shifting Gears program seeks to increase the literacy levels while making individuals more employable. The contrast ranges from information distribution in Texas to reading comprehension increase in Illinois.

Implications

There is one big implication that all of the adult and community education field can take away from both programs. Adult Education needs to focus and be based at the community level. It is at the grass roots levels that adult and community education programs are most effective. Both Conservation Legacy and Illinois Shifting Gears programs are at the local levels, focusing on individual learners who are unique and have their own dynamic character traits. When the focus shifts off the community level, the ability to tailor programs towards the traits of the learners is lost. Both programs are prime examples of community based programs that focus in and are oriented towards the specific learners and adults that use them.

Conclusion

Illinois and Texas are very unique and different states. Each state has programs that focus on individual traits of learners. The Conservation Legacy Program in Texas focuses on wildlife preservation and outdoor information, target specific learners who work and live in the wildlife areas. The Illinois Shifting Gears Program focuses on reading comprehension and increasing the literacy as well as employability of Illinois' young adults. As different as the programs, the learners, and the objectives are, both programs are organized and ran at a community level. This grass roots, local interaction is the key to the success of these programs and examples for other adult and community education programs.

Program Name	Conservation Legacy Program	Illinois Bridge Program
Locations	Texas Wildlife/ Outdoors	Illinois Community Colleges and community centers.
Purposes	Educational and public voice to wildlife issues	Reading comprehension increase and employability
Learners	Cattlemen, outdoors men	Low income adults
Organization	Texas Wildlife Association	Shifting Gears Initiative
Differences	Successful businessmen focused on ecological preservation	Young adults who are trying to increase their reading comprehension and work skills.
Similarities	Community/ grass roots based	Community/ grass roots based

References

Adult Education. (2014). Texas Wildlife Association. Retrieved from http://www.texaswildlife.org/program-areas/category/adult-education

Adult Education Bride Programs. (2014). Rock Valley College. Retrieved from http://www.rockvalleycollege.edu/Community/AEBridgePrograms.cfm

Illinois Community College Board. (2013). Creating a sucessful bridge program: a “how-to” guide.

Springfield, IL: Author.

Office of Community College Research and Leadership. (2011). Bridge programs in Illinois project profiles. Champagin, IL: University of Illinois at Urbana-Champaign.

Office of Community College Research and Leadership. (2012). Bridge programs in Illinois project profiles. Champagin, IL: University of Illinois at Urbana-Champaign.

Roberts, B. & Price, D. (2014). Strengthening State Systems for adult learners: an evaluation of the first five years of shifitng gears. Chicago, IL: The Joyce Foundation.

Special thanks to Clint Faas for his time.

Leading Adult Educators Project

Sean Commented on Group2 and Group 3's Adult Educator Projects
Introduction

Throughout time, a large number of people have emerged as “pioneers” in adult and community education. Those numbers get smaller when the field is narrowed down to women who helped shape and influence the field. Break those educators down geographically and there are even smaller numbers. Yet, two women from Illinois emerge as educators who have impacted the field of adult and community education significantly. Jane Addams and Dr. Patricia Cross have impacted the field in their own unique ways. Both women, although from the same state, have had different contrasting contributions during two different time periods of the U.S. Jane Addams made her impact in the late 1800’s through her efforts in social work, poverty awareness, and other philanthropic efforts. In contrast, Dr. Patricia Cross made her impact in the late 1900’s through her efforts as a professor and researcher of adult education. Both women have left their mark with innovative adult education theories as well as legacy worthy improvements and indicatives. Whether it is the Hull House or The Cross Endowments, their mark and legacy can still be felt in adult and community education today.

Jane Addams
At the turn 20^th Century, Progressive reforms abounded. In the White House, President Roosevelt was initiating industrial, economic and international reforms. At another house, the Hull House in Chicago, Illinois, Jane Addams began reforming social welfare and adult education. The culmination of both of these efforts would gain national and international attention. In 1906, Theodore Roosevelt would become the first American to win a Nobel Peace Prize, and in 1931, Jane Addams would become the American woman to win the prize. Jane Addams's influence would felt in the worlds of social work, woman's rights, children aid, public health, peace advocacy, and education. This part of the report will concentrate on her influence on adult education. The report will be biographical, establishing the reasons for advocacy, and it will also give her philosophy on the area of adult education.

Unlike many who are drawn to social work, Addams did not grow up in an impoverished family. Her father, John Huey Addams, was a successful miller, who also served as a bank president. He also served as an Illinois State Senator for 16 years and helped establish the Illinois Republican Party. John also was a close friend and strong supporter of Abraham Lincoln. On September 6, 1860, in Cedarville, Illinois, John would welcome his eighth child into the world, Laura Jane Addams. Jane Addams would later cite her father as a major influence on her life (Fox and Kloppenberg, 1995, 14).

Not growing up destitute did not mean that Jane Addams did not face challenges. Her mother, Sarah Weber Addams, would die shortly after the giving birth for the ninth time when Jane was two years old. At age four, Jane would be diagnosed with Pott's Disease, a form of spinal tuberculosis, which meant she would suffer lifelong pain. Also, only she and two of her eight siblings would reach adulthood (Hassencahl, 1993, 1).

At the age if seven, John Addams would remarry Anne Hadleman. Hadleman, was a lover of culture and introduce Jane to music and theater. Both Jane's father and stepmother were avid readers, a trait that Jane would pick up from them. Jane especially loved reading the stories of Charles Dickens, which would later compel her to visit England. This to Europe trip that would greatly affect her life. Before that trip, Jane would seek an education. Jane had noticed the discrepancy between the way that men and women were taught. Although all the Addams children were taught the same subject matter, only the men were propelled to pursue careers. Jane wanted to pursue medicine, as she saw this as a way to help other people. Jane's father compelled her to study instead at Rockford Female Seminary, where he served as a board member. Jane would graduate valedictorian, and when the school changed to Rockford College, Jane would be invited back to matriculate for an additional year, becoming one of college's first graduates (Butler).

After graduating, Jane would go back to her plan in pursuing medicine. She would pursue this goal in Philadelphia, but her spinal problems would resurface and nearly cripple her. After an operation, she would spend six months recuperating, and she never returns to her studies. During this period, her father would pass away unexpectedly. So in 1883, after a period of morning, Jane and stepmother would spend two years traveling Europe. This traveling proved not to have much effect on Addams, and she returned to the United States greatly depressed. Still, in 1887, her college friend, Ellen Gates Starr compelled Addams to visit abroad once again.

This trio would prove to be more life changing. While in London, Addams and Starr would visit an experimental project which attempted to fix the problems of poverty through community service and education. This was Toynbee Hall, run by Canon Samuel Barnett. Barnett's vision included providing the poor with education, meeting rooms for clubs, a gymnasium, and areas for crafts. Barnett would become a lifelong adviser to Addams.

Addams returned to the U.S. in 1889 with a new found goal in life. She would attempt to end the problem of poverty, by establishing her own settlement house. She and Starr would spend most of the year trying to find an appropriate place. They would find it in downtown Chicago, an abandon mansion that had been owned by real estate mogul, Charles J. Hull. The mansion was being used as storage by a nearby factory, and much of the house was in disarray. Still, Addams and Starr saw the possibility behind the house and began work on it. Soon Hull House would open.

Initially, Addams and Starr, who was from an affluent Chicago family, had little idea what to do. Neither of them had any training in how to help the poor. Luckily, the community had no problem telling the Hull House co-founders what they needed and wanted from their new neighbors, and Addams and Starr were very good at listening. The initial service that Hull House offered was a daycare center, which was soon followed by a kindergarten. Addams and Starr would move up age groups, with clubs for teenagers and holding social gatherings for young adults. Eventually, the Hull House would establish programs serving all ages. By the end of the first year, Hull House was serving over 50,000 people. (Furious, 2010).

Addams and Starr were tireless fundraisers, advocating the benefits of their programs to the Chicago's areas most affluent citizens. Addams would not only convince the local wealthy to donate money, but also to volunteer their time and efforts. Especially interested were the wives and daughters of rich families. Women who were educated, but had no venue to share their talents and abilities, as women didn't have much opportunities in the workforce. So, unlike the community settlement houses in England, which were exclusively run by men, the Hull House was a majority female ran organization.

Theories

Butler (2014) notes that Jane Addams had a firm belief that to make a change in the community, all members of the community should be served. Addams felt that under-educated adults were being under-served. She thought the best way to serve the community was to serve all the groups involved in the community, which included women and men, immigrants and natives, men and women. A list of courses taken from a January newspaper listing show classes offered in everything from arithmetic, art, music, and law.

According to Hammington (2006), one example of Addams commitment to adult education was the formation of The Plato Club, which was a weekly philosophy reading and discussion class that often brought together debaters from differing social classes. Famed education philosopher Thomas Dewey sometimes lectured to the group. There was also the Working People Social Science Club which provided an opportunity for discussions of social and political philosophy. In The Second Twenty Years at Hull-House, Addams describes developing particular pedagogical techniques adapted for adult students. These included the need for a peer-level collective atmosphere and using current events as a learning opportunity (Lewis, 2014).

In addition Addams developed her philosophy on education which she termed her 3 Rs. Addams’ 3Rs were:

Residence – It matters where you teach and help people. To truly make a change you have to live with and around the people you want to help and establish relations with them. She believed in “sympathetic knowledge” or the theory that knowing one another better reinforces the common connection of people increasing empathy and morality toward others (Hammington, 2006).

Addams thought that teaching in the community where people lived was especially beneficial to adults, who would have reservations about seeking out educational opportunities in the first place. By establishing the educational facility in the community, the

Another way to teach the community was to make the education more accessible than it had been in the past. Addams entered into an agreement with the Chicago Public Library to provide a branch at the Hull House. Addams was able to get this extension by offering the area rent free to the library. Addams also established an agreement with the University of Chicago to run an extension program at the Hull House and also with her alma mater, Rockford College, where many Hull House residents went for summer school.

Research – Residents of the Hull House conducted research in the areas of housing, midwifery, fatigue, tuberculosis, typhoid, garbage collection, cocaine, and truancy. The results of this research help lead to changes in these areas. The residents doing the research were adults which included both the residents living there and the instructors. This model of collaboration between student and instructor for research purposes continues to be mirrored on research projects today.

Reform – Addams was a believer in true reform for the underprivileged and not just relief of their conditions. Addams believed in changing people, changing how they lived and changing how society interacts with people.

Her impact on adult education can be easily overlooked. After all Addams was involved in so many causes from social reforms to pacifism that adult education can just get thrown in the mix. Especially considering that Addams is considered the first “modern” social worker. Still, her vision for adult education was important. For example, Addams’ commitment to lifelong education resulted in pioneering work in adult education. From the access of education in the community, to the diverse subject matter taught, to the collaborative efforts on research, and to the development of the students and the educators, the Hull became a prototype for future adult education procedures and techniques. Some observers have claimed that Hull-House was the birthplace of adult education (Hammington, 2006).

K. Patricia Cross

There are times in history that certain people excel and there are those who do exceptional things. One of those people is Dr. K Patricia Cross. Dr. Hiemstra once said, "Although Cross is not trained nor making a career out of adult education, she has made an impact to the field of adult education with her publications. She was involved in publications that provide support to develop adult non-traditional study opportunities in the US."(2006) The way she shows in her writings is an innovative perspective on adult education which makes her one of the top researchers, speakers and writers in her field.

To have a better understanding of why Dr. Cross did what she did and why, you can look at a personal interview I had with her. In that interview Dr. Cross states, "My academic interests were largely influenced by the job and the times. I wrote about adults as learners because at the time I was at Educational Testing Service and they were initiating "credit by examination" in response to the growing interest in academic credentials of adults competing in an increasingly educated workforce. I had enormous freedom at ETS to shape my job and, of course, the more I learned about adults, the more fascinated I became. So, a product of the times, my unique opportunity, and my conviction that the more you know about a topic, the more you shape your own questions and seek answers."(2014).

Dr. Cross was born in 1926 in Normal, Illinois. An article from the Graduate School of Education, UC Berkeley, states that "Dr. Cross earned her B.S. in Mathematics from Illinois State University in 1948. Her father was also a professor at the Illinois State University. She then attended Illinois University where she earned her M.A. in Psychology and a Ph.D. in Social Psychology, both in 1951 and 1958 respectively. Dr. Cross is a Professor of Higher Education, Emerita and has had a distinguished career as a University Administrator(Assistant Dean of Women, University of Illinois and Dean of Students of Cornell University), Researcher (Distinguished Research Scientist at Educational Testing Service and Research Educator at the Center for Research and Development in Higher Education, UC Berkeley) and Teacher (Professor and Chair of the Department of Administration, Planning and Social Policy at the Harvard Graduate School of Education and Professor of Higher Education (David Pierpont Gardner Endowed Chair, UC Berkeley)."

Achievements

The article from the Graduate School of Education, UC Berkeley states, "Dr. Cross is an author of eight books, (including Beyond the Open Door: New Students to Higher Education and Adults as Learners: Increasing Participation and Facilitating Learning) and more than 200 articles, monographs, and chapters. Dr. Cross has been recognized for her scholarship by election to the National Academy of Education, receipt of the E.F. Lindquist Award from the American Educational Research Association, the Sidney Suslow Award from the Association for Institutional Research, and the Howard Bowen Distinguished Career Award from the Association for the Study of Higher Education."

The article shows that she was voted one of "the most influential voices" in higher education in a Change Magazine pole in 1975, and when the poll was repeated in 1998, she was again selected as a national leader. Elected Chair of the Board of the American Association of Higher Education twice (1975 and 1998), she has received many awards for her leadership in education, among them the Leadership award from the American Association of Community and Junior colleges and the Outstanding Service Award from the Coalition of Adult Education Organization. She is listed in Who's Who in the World, America, International Who's Who of Women and Who's Who in American Education."

"During her career, Dr. Cross gave more than 250 speeches about critical developments in higher education. She is a member of the National academy of education and twice served as chair of the board for the American Association of Higher Education. She served as a board member of the Carnegie Foundation for the advancement of teaching, the Berkeley Public Library, and elder hostel (now known as Road Scholar). Dr. Cross has lectured on American higher education widely in the United States and abroad in England, France, Denmark, Germany, the Soviet Union, Japan, Australia, New Zealand, Hong Kong, and Holland.

Theories

One thing to look at with Dr. Cross is her theories. An example of such theory is Adult Learning. As found on the website, instructionaldesign.com, "Dr. Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology."

"An example would be if you had three adults, all different ages, different phases of their life, all different in terms of situational characteristics. All three people were about to take a course on child development. According to the CAL model, a different learning strategy might be necessary for the three to accommodate the differences in personal and situational characteristics."

From the University of South Alabama, Online Learning Laboratory website, "Another theory is brought to our attention by Hiemstra (2006). According to Hiemstra, Cross developed two conceptual framwork for adult learning:

Chain - of-Response (COR) model: According to Hiemstra (2006) this model pertains to adult’s participation in learning. Dr. Cross discusses the idea of motivating participants (positive and negative), their personality types (self-esteem), self-actualization of participants, and expectations of reward are all important for motivation (Hiemstra, 2006).

Endowments and Fellowships

Another aspect of Dr. Cross is the Endowments she is a part of. One such Endowment is The Cross Papers Fellowship as stated on the website of League.com. "The fellowship continues and builds on the outstanding success and renowned usability of The Cross Papers. Each year the K. Patricia Cross Fellowship names a scholar/practitioner of community college teaching and learning as The Cross Papers Fellow. Since the release of the inaugural issue of the cross papers in 1997, community college educators have used these monographs as tools for stimulating discussion, providing orientation and training to new faculty and staff, rejuvenating veteran employees, and designing successful practices and strategies for reaching the diverse groups of students who come through the open doors of community colleges every day."

Another endowment comes from an article from the Office of the Cross Chair, Illinois State University, it states, "Dr. K. Patricia Cross has generously endowed the Cross Chair in the Scholarship of Teaching and Learning (SoTL) at Illinois State University. SoTL work is implicitly part of, and can help us implement, our strategic plan, Educating Illinois. The Cross Chair is a five-year term and the incumbent is selected via a national search."

Even though Dr. Cross dealt more with higher education Dr. Hiemstra sums her integration with adult education up nicely. "Although Cross is not trained nor making a career out of adult education, she has made an impact to the field of adult education with her publications. She was involved in publications that provide support to develop adult non-traditional study opportunities in the US." With her vast knowledge, she has an amazing ability to understand what it takes to help out students and educators alike. In a personal interview with Dr. Cross, she stated, "Her parents were a HUGE and very positive influence. They encouraged the message in the book, Reasonable Adventure by Roy Heath."(2014). She also stated, "my academic interest were largely influenced by the job and the times. I wrote about adults as learners because at the time I was at Educational Testing Service and they were initiating "credit by examination" in response to the growing interest in academic credentials of adults competing in an increasingly educated workforce."

Dr. Cross stated, "I was a career woman and had no family which gave her the freedom to do anything and go anywhere that interested her. Her jobs shaped her interest and vice versa."(2014)

Her lesson and a great one to follow: "Don't be afraid to venture into the unknown and unexplained, go ahead and "try it"."

Conclusion

Jane Addams emerged in the late 1800’s and left her mark on adult education through her philanthropic work in poverty awareness and social work. She left a legacy of theories as well as the Hull House, the innovative social work settlement in Chicago in 1889.

Dr. Patricia Cross dedicated her life to adult education early on and left her mark through her work as a professor and researcher. She also left a legacy of theories along with endowments to help future adult education professors.

Both women, although different eras and historical time periods would not let their gender or backgrounds deter them from their goals. Through perseverance and dedication, the field of adult and community education is improved and impacted by their contributions.

SUMMARY OF ADULT EDUCATORS

Category	Jane Addams	Dr. Patricia Cross
Time Period	1880-1900	1958-1998
Background	Daughter of Illinois state Senator	Daughter of a professor at Illinois State University
Profile	Philanthropist and social program developer	PH.D in Social Psychology, Lecturer & Researcher in Adult Education
Perspectives	Poverty and Education perspective	3 R’s of Adult Education
Contributions	Hull House	Cross Endowments
Impact	Social work and poverty	Adult Education theories
Implications	Legacy of impact on social work and poverty	Legacy of impact on adult and community education

References

Adult Learning (K. P. Cross). (n.d.). Retrieved October 1, 2014, from

www.instructionaldesign.org/theories/adult-learning.html

Butler, M. (2014). Jane Addams - Biographical. Retrieved October 3, 2014, from http://www.nobelprize.org/nobel_prizes/peace/laureates/1931/addams-bio.html

Fox, Richard Wrightman and Kloppeber, James T. (1995) A Companion to American

Thought. Boston,MA :Blackwell Publishing.

Furious, L. (2010, December 8). Badass Ladies of History: Jane Addams | Persephone Magazine. Retrieved

October 3, 2014 from http://persephonemagazine.com/2010/12/badass-ladies-of-history-jane-addams/

Hamington, M. (2006). Addams, Jane. Internet Encyclopedia Of Philosophy. Retrieved from

http://www.iep.utm.edu/addamsj/#SH3b

Hassencahl, Fran.(1993) “Jane Addams.” Women Public Speakers in the United States, 1800-1925: A

Biocritical Sourcebook. Karlyn Kohrs Campbell (ed.). Westport, CT; London: Greenwood Press.

K. Patricia Cross (2014). Retrieved from www.southalabama.edu/oll/mobile/theory_workbook/cross.html

Lewis, J.J. (2014). Jane Addams - Biography of Settlement House Reformer. Retrieved October 1, 2014, http://womenshistory.about.com/od/addamsjane/p/jane_addams.htm

Laura Jane Addams. (2014). The Biography.com website. Retrieved October 2, 2014 from http://www.biography.com/people/jane-addams-9176298.

Pruitt, W. (2011, April 7). Jane Addams and John Dewey. Prezi. Retrieved October 1, 2014,

from http://prezi.com/fnfzvimmk7kx/jane-addams-and-john-dewey/

The Cross Paper Fellowship. (2014). Retrieved from http://www.league.org/crosspapersfellow/

Special Thanks To:

Dr. K. Patricia Cross for her personal correspondence and participation.

Contributors:

Joseph Haynes – research and writing K. Patricia Cross section

Troy Rector – editing, table summary, writing introduction, conclusion,collaboration

             Sean Rodgers- research and writing Jane Addams section