Lisa Freeman Reflection Video on EDAC 631
Wednesday, November 25, 2020
Tuesday, November 24, 2020
Friday, November 20, 2020
Wednesday, November 18, 2020
Sunday, October 18, 2020
Perspectives of Adult Education
Introduction
We have focused on the “Adult Education with Different Hats”, “Trends in Financial Support”, and the “Results Driven Financial Support” audios. In “Adult Education with Different Hats”, Dr. Sharan Merriam spoke about the many hats that adult educators must possess to successfully run. Merriam spoke intentionally regarding Human Resource Development (HRD) and its correlation to adult education. Human Resource Development can be viewed as working with employees and their superiors to help run a smooth organization. Dr. Sharan Merriam’s audio discussed the diverse skill set needed to run adult education. Different ideas must be implemented for the betterment of the students. In the “Result Driven Financial Support Video”, Dr. Boulmetis spoke about social justice funding for adult education, and the burden of funding tends to come from taxpayers’ dollars. He stresses that adult education programs are still present, just not in the ways the U.S. was once used to. The government is interested in return on investment and uses education as a mean to stimulate the economy.
Discussions
According to Dr. Sharon Merriam adult education needs many hats to bring forth a solid stable organization. Various people come with his/her own expertise that a company can utilize. We can always use a new set of technology or informative set of instructions to help produce a successful organization like adult education. There is a common thread that each audio has regarding adult education, and that is that adult education shifts according to experiences, institutions, and organizations offered to an individual. Amy Rose (2010), “think(s) of adult education as an intellectual commons, where various concepts and theories could be engaged, explored, and examined. – it is not bound by a building or organization” (p. 43). Scholars sometimes have preconceived notions on when, where, and how learning should take place, but limiting the expectations and experience of adult education does a disservice to those involved. In the “Adult Education with Different Hats” audio, Dr. Sharam Merriam discusses the various ways she and others are involved in continues adult learning. She is involved in the lifelong learning institute that provides various opportunities and courses to the “aging population”. The institutes embarks on ROAD Scholar trips to enrich their educational journey through hands on experience. The program reiterates that learning can be enjoyed through several different avenues and changes of one’s cultural experiences. This is further discussed by Taylor, Parrish, and Banz ( 2010) in “Adult Education in Cultural Institutions”, which states that “cultural institutions – libraries, museums, historical societies, botanical gardens, archives, zoos, parks – are grounded in the idea that a culture requires places, forums, working laboratories for cognitive change” (p. 327). This suggests that we are enriched by our experiences and what we have exposed ourselves to.
Our experiences are correlated to the resources that we have access to. Although federal funding is still present in many ways today, the government’s willingness to fund unconventional adult education programs has diminished since the 1980s. In “Result Driven Financial Support”. Dr. John Boulmetis discusses how the federal government is interested in seeing a return on their investment should they provide funding. They view government assistance as a means to boost the economy. Dr. John Boulmetis states that the citizens need to fund AE. Our tax dollars are used for funding educational programs. The federal government should construct a new funding plan for education that would be allocated to social issues. Money is not being set aside for social justice and education which are two important factors within our society. Boulmetis argues that although funding isn’t as evident as it once was the government has chosen to support adult learning in other ways such as: military schools and training, some community based and political movements, etc. Cheryl J. Polson (2010) states that “the focus of military adult education has shifted from building soldier morale to preparing member for post service careers” (p. 263). Education benefits like the G.I. Bill and tuition assistance also serve as an incentive for soldier to continue their educational journeys when they leave the military (Polson, 2010, p. 266).
Implications
The need for versatility and ability to adapt in order to thrive is evident in today’s workforce in order to become successful. Individuals are unique in their own way and tend to bring forth a personal set of skills to implement in organizations. For example, Lisa Freeman is the face of her organization and her demeanor dictates the number of students that will enroll. The principle must be fair when dealing with adults and children because their school is cut in half, one side is a high school, and the other side is adult education. The organization depends on community publicity, funding, and community awareness; however, it also relies heavily on the federal government for funding the programs. Government funding is important to Freeman’s company and it also aides in stimulating the economy. Some individuals rely solely on government funding to attend school to further their education. Museums and other locations design to culturally enrich individuals rely on government funding as well.
References
Polson, C. J. (2010). Military Contributions to Adult Education. Handbook of Adult Continuing Education, 263.
Rose, A. D. (2010). Perspectives on Adult Education: Reflections on the 2010 Handbook of Adult and Continuing Education. 43-44.
Taylor, E. W., Parrish, M. M., & Banz, R. (2010). Adult Education in Cultural Institutions. Handbook of Adult Continuing Education, 327-333.
Thursday, October 1, 2020
Group Plan
Group Assignment: Perspectives of Adult Education
Each group member will be responsible for reviewing and suggesting changes to each other's work if necessary.
Tazia Williams: As group leader I will be in charge of ensuring sure all documents are posted by their due dates. I will construct the introduction based on interviews and I will also construct the implications segment of our paper. For the final project I will be working individually.
Lisa Freeman: Freeman will be responsible for using the literature to cite and discuss what has been learned from the interview. I will be working individually for the final project.
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