ERIC Number: ED557578
Record Type: Non-Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: N/A
Innovations in Teaching Adults: Proven Practices in Higher Education.
Kirstein, Kurt D., Ed.; Schieber, Craig E., Ed.; Flores, Kelly A., Ed.; Olswang, Steven G., Ed.
In the rapidly changing world of higher education, innovative approaches to teaching adults are needed to drive instructional practices for helping to prepare the professionals of the future. The papers collected in "Innovations in Teaching Adults" were originally presented at a conference at City University of Seattle. The authors of the papers gather examples of instructional practices found to be most effective at reaching adult students. This isn't a book on educational research and theory, instead, faculty members of City University of Seattle share actual teaching practices that have proven successful with adult students in both face to face and online classes so that instructors around the world can read and employ these practices on their own campuses. These practices include the development of integrated educational technologies, evolving new modes of classroom delivery, and competency-based learning opportunities that enrich students' experiences. This book includes information on finding ways to integrate students' individual goals into the curriculum, offering ideas on how to provide personalized feedback to students and how to develop training models that help small businesses embed essential skills into their workplace training. Following the Preface are chapters: (1) Strategies for Engaging the Adult Learner (Kelly A. Flores and Timothy Sprake); (2) How to Engage a Group of Diverse Adult Learners in a Way That Also Raises Rigor and Increases Learning (Paul C. Robb); (3) Educational Theories in Practice (Kathy L. Milhauser); (4) Practica: Practical Learning Outside of the Classroom (Jean Ann French); (5) Professional Association Attendance as a Course Requirement (Erik Fretheim); (6) The Benefits of Practical Experience: Using Reflective Practitioner-Faculty in Graduate Programs (Kate Quinn); (7) Innovative Program Delivery: Performance-Based Education (Krissy Jones and Steven Olswang); (8) Universal Design of Online Classes (Rebecca C. Cory); (9) Team Projects in Online Learning: Best Practices in Design, Implementation, and Evaluation (Elizabeth Fountain and Kurt Kirstein); (10) Next-Generation Teaching and Learning: Adopting and Adapting Web 2.0 to Pedagogy (Brian Guthrie); (11) Promoting Authentic Learning by Engaging in "Real-World" Research (Ellen K. Carruth and Laura Schmuldt); (12) Legitimate Peripheral Participation: Learning Reconceived as a Transformation of Social Identity (Arden Henley); (13) Overcoming Self-Inflicted Traits Encountered by Adult Learners (Paul D. Shuler); and (14) A Model to Create a More Prepared and Effective Workforce through Essential Skills Training (Carla Weaver and Lovey Sidhu). (Individual chapters contain references.)
Descriptors: Higher Education, Educational Innovation, Adult Students, Adult Learning, Teaching Methods, Feedback (Response), Learner Engagement, Student Motivation, Educational Theories, Theory Practice Relationship, Professional Associations, Experiential Learning, Required Courses, Reflective Teaching, Graduate Study, College Faculty, Delivery Systems, Performance, Online Courses, Access to Education, Design, Educational Technology, Student Projects, Teamwork, Cooperative Learning, Web 2.0 Technologies, Technological Advancement, Relevance (Education), Research, Social Influences, Identification (Psychology), Student Characteristics, Employment Qualifications, Job Skills, Models
Publication Type: Books; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Authoring Institution: N/A
Identifiers - Location: Washington