ethanporcaro/eric-fulltext-meta huggingface dataset:
Aboriginal Learners in British Columbia&apos;s Public Post-Secondary System
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Indigenous Populations,Foreign Countries,Public Colleges,Comparative Analysis,Racial Identification,Self Concept,Self Disclosure (Individuals),Graduation Rate,Gender Differences,Age Groups,Outcomes of Education,Graduate Surveys,Associate Degrees,Apprenticeships,Student Characteristics,Transitional Programs,Grade Point Average,Full Time Equivalency,Credentials,High School Graduates,College Graduates,Eskimos,Canada Natives

The report provides an overview of Aboriginal learners (First Nations, Inuit, and Métis peoples) in British Columbia, Canada. Section 1 examines the data on transitions from K-12 to the post-secondary system. Section 2 discusses recent trends in the B.C. public post-secondary system including headcount, full-time equivalents and credentials. Section 3 analyzes the Aboriginal learner data by institution, program area and credential type. Section 4 highlights demographic characteristics of the Aboriginal learner population including differences by gender and age group. Section 5 focuses on the results of the student outcomes surveys of recent graduates from baccalaureate, certificate, diploma, associate degree, and apprenticeship programs. It also compares the experiences and outcomes of Aboriginal and non-Aboriginal Canadian learners attending public schools and public post-secondary institutions in British Columbia.
Evolutionary and Neurobiological Underpinnings of Adult Learning. What Can Veterans Teach Us?
Author: Young, Jeremy R.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Adult Learning,Evolution,Neurology,Biology,Veterans,Emotional Disturbances,Posttraumatic Stress Disorder,Barriers,Learning Processes,Mental Health,Learning Motivation

The role of various neurological structures and their functions play a key role in determining risk versus reward and pleasure versus pain. This neurobiological evolutionary development ultimately drives our motivation or avoidance based exclusively on our desire to survive. Following 16 years of prolonged combat in Iraq and Afghanistan, the military veteran is an exceptional example into how being emotionally distant (Post-traumatic Stress Disorder) can produce unintended barriers to learning. According to Pessoa (2017), the key to adult learning is unlocking the emotional pathways that are interwoven between perception, cognition, motivation, and action. [For the complete proceedings, see ED590245.]
Five Strategies to Enhance the Transfer of Learning from Classroom to Clinical Setting
Author: Santos, Katie V.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Transfer of Training,Adult Education,Adult Learning,Teaching Methods,Generational Differences,Educational Environment,Cooperation,Student Motivation,Repetition,Multisensory Learning,Reflection,Allied Health Personnel,Allied Health Occupations Education

In pursuit of enhancing the transfer of learning from the classroom to a clinical setting, we revisit five proven strategies in education. These strategies are not at all novel, but when viewed through a different elevated lens, the perspective is reborn and very enticing to the adult learner. With a multisensory spin, new life breathes into these tried and true, yet tired, teaching techniques. The strategies appeal to all learning styles and are modifiable to fit any educational setting and subject matter. We are going to direct our teaching techniques towards Generation Y, aka &quot;The Millennials.&quot; The new information conveyed will be a &quot;game changer&quot; when it comes to teaching these contemporary, technology-reliant learners. Even the most seasoned instructor will find it easy to adapt these new methods into lesson plans. [For the complete proceedings, see ED590245.]
Factors Related to Recruiting and Retaining OLLI Students
Author: Lee, Jung Min
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Student Attitudes,Geographic Location,Transportation,Course Content,Barriers,School Schedules,Student Recruitment,Academic Persistence,Adult Learning,Adult Education,Lifelong Learning,Participation

This study was designed to assess continuing and potential students' perceptions regarding factors affecting the overall quality of one Osher Lifelong Learning Institute (OLLI) program in the southeastern United States. The study also sought to assess program participants' perceptions of the impact of hypothesized situational, institutional, and dispositional deterrents to program participation. The resulting data indicated that factors such as program location, availability of parking, and variety of course topics and events influenced the attractiveness of the program to both potential and continuing students. The results also indicated that institutional barriers such as course scheduling were among the most influential perceived barriers affecting program participation from continuing students and from potential students. [For the complete proceedings, see ED590245.]
Impact of Faculty Development on Quality of Life
Author: Lockhart, Marilyn
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Quality of Life,Faculty Development,Adult Education,Higher Education,Job Satisfaction,Motivation,Well Being,Health,Workshops,College Faculty

This paper presents the results of a survey asking about the impact of attending professional development on 12 quality of life (QOL) factors and given during a collaborative session at the Adult Higher Education Alliance (AHEA) Annual Conference. Results showed that participants reported positive outcomes on the factors of increases in network of colleagues and confidence, satisfaction with career, job motivation, willingness to take on new challenges, sense of belonging, and feelings of health and well-being. During discussion, participants described the very positive impact of attending AHEA conferences over the years. Recommendations are made to create an AHEA mentoring program and provide more formally designed activities and opportunities during the conference to connect new and experienced conference attendees. [For the complete proceedings, see ED590245.]
Florida Virtual School Impact on the Graduation Rate of a Higher Education Honors Program
Author: Callahan, Michael T.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: High Schools,Virtual Classrooms,Distance Education,Educational Technology,Technology Uses in Education,College Admission,Honors Curriculum,Undergraduate Students,Program Effectiveness,Graduation Rate,High School Graduates,Online Courses,Grade Point Average

While higher education institutions seek to increase college admissions' predictions of student success, they have largely overlooked examining possible impacts of online distance education classes completed in high school. Using information from an undergraduate honors program, this study analyzed whether an indicator of undergraduate student success can be influenced by such courses. The results suggest that high-achieving Florida Virtual School students admitted to an honors program do not graduate at a higher rate than students who have not completed online distance education classes. However, the study provides a method that can address the sample limitation and guide future research to determine how postsecondary non-honors student applicants are affected by online distance education courses completed in high school. [For the complete proceedings, see ED590245.]
Gender Differences within Academic Burnout
Author: Castellanos, Jennifer
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,College Students,Stress Variables,Burnout,Correlation,Achievement,Self Concept,Social Isolation,Emotional Response,Coping

Within college, students deal with a multitude of stressors. More than 19 million students are enrolled in college in the United States (US Census, 2015). College stress has been linked to negatively affecting a student's life in a variety of ways causing burnout syndrome, a prevalent issue concerning students within higher education. Burnout syndrome can cause students to encounter course stress, loneliness, negative learning emotion, and others. The purpose of this review is to examine the literature on academic burnout to understand the relationship between gender differences and academic burnout in higher education. Specifically, it explores an understanding of burnout among college students, lists the different effects, and explains several different coping strategies. [For the complete proceedings, see ED590245.]
Promoting Self-Care and Work-Life Balance among Practitioners in Higher Education
Author: King-White, Dakota L.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,Family Work Relationship,Wellness,Well Being,Health Behavior,Stress Management,Work Environment,Stress Variables

Given the changing landscape in higher education, education practitioners are faced with increasing workloads, which in turn is causing an increase in stress-related factors that impede health and wellness, and thus productivity. In response, practitioners in modern higher education settings must adopt a commitment to self-care that focuses on the body, mind, and emotions, along with a healthy work-life balance, in order to not succumb to the negative impacts of stress in the workplace. In this article, we define various types of stress and related impacts; identify common stressors in the workplace; suggest strategies to enhance self-care and work-life balance; and summarize implications for practitioners in higher education. [For the complete proceedings, see ED590245.]
Zen and the Art of Adult Learning
Author: San Filippo, David
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Adult Learning,Higher Education,Family School Relationship,Philosophy,Quality of Life,Metacognition,Student Attitudes

Many adult learners are spouses, significant others, parents, and/or employees with conflicting priorities while they pursue a higher education degree. The attainment of a higher education degree can be difficult for any learner regardless of age and education experience. To find balance in life, one must inventory his or her life activities and accord the activities a balance of one's finite time. This paper explores approaches that bring a balance and quality of life to adult learners through a Zen attitude as they pursue their education. A Zen attitude can have a positive impact in the quality of the education experience for the adult learner. It can help to maintain a balance and quality of life for the adult learner. [For the complete proceedings, see ED590245.]
Intergenerational Undergraduate Gerontological Research Suggested Increased Commitment and Reduced Apprehensions to Learning
Author: Lovell, Elyse D'nn
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Research,Gerontology,Older Adults,Teaching Methods,Intergenerational Programs,Aging (Individuals),Psychology,Individual Characteristics,Information Technology,Technological Literacy,Barriers,Adjustment (to Environment)

The purpose of this paper was to share an intergenerational approach for learning as undergraduate students became researchers. Student-researchers selected one topic as a team that was anchored in gerontological theory and then interviewed and taught elder participants using a qualitative approach. The richness of this qualitative research process suggested heightened engagement in learning. Students expressed increased connectedness to their academics and interest toward working with elders. Additionally, elder participants enjoyed both hands-on learning activities and interviews. For the presentation, various intergenerational research projects were described including: technology, reminiscing, life meaning, journaling and entertainment. For this synopsis, one project about technology will be interwoven as an example that was written by six student-researchers in one Psychology of Aging course. [For the complete proceedings, see ED590245.]
Woman in the Mirror: Making the Change, Professional Identity Development in K-20 Teachers
Author: Sedivy-Benton, Amy L.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Teacher Educators,Career Choice,Communities of Practice,Professional Identity,Elementary Secondary Education,Postsecondary Education,Higher Education,Transformative Learning,Resilience (Psychology),Career Development,Self Efficacy

Teacher education is a field that is often under scrutiny as a field whose professionals are underqualified or being staffed by individuals who do not care. This work explores the experiences of three teacher educators, how they came to their profession, and how they found both their communities of practice and their professional identities. Their notions of self and their professional identities are far from solidified and still unfolding, suggesting that professional identity is a cyclical process, rather than linear. Key themes that emerged in their trajectories include critical incidents, resiliency, and transformational learning. [For the complete proceedings, see ED590245.]
Quality of Life of Minority Students Impacted by Adverse Childhood Experiences (ACEs)
Author: Richardson, Wytress
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Adult Learning,College Students,At Risk Students,Minority Group Students,Student Experience,Barriers,Trauma,Child Development,Brain,Child Abuse,Social Bias,Coping

Adults with unresolved Adverse Childhood Experiences (ACEs) present a unique opportunity for universities to support students as they strive toward positive change. As marginalized students seek to improve their lives, they often utilize higher education as their means. Traditionally, this path has not been easy to for students to navigate, nor have institutions been tolerant or sensitive to the challenges they face. All students bring diverse issues, but those of the adult, minority student associated with ACEs, present a greater barrier to academic success. A strengths-based, ACEs-informed system within institutions to help students buffer the often-daunting higher education environment creates a more beneficial educational experience. [For the complete proceedings, see ED590245.]
Protective Factors to Foster Resiliency in Healthcare Professional Trainees
Author: Boden, Carrie
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Resilience (Psychology),Stress Management,Burnout,Allied Health Personnel,Professional Identity,Self Management,Skill Development,Transformative Learning,Allied Health Occupations Education

High stress levels and burnout are common in the healthcare field today. Healthcare professionals (HCP) can protect themselves by remaining cognizant of preventive and intervention strategies to utilize when stress levels are threatening burnout. Within one's professional identity, developing resiliency skills and actively practicing self-care are some strategies that are helpful in maintaining effective work performance and patient care. To develop and recognize these skills, HCPs undergoing transformational learning (TL) can develop new ways of thinking, acting, and feeling in their work and everyday life to help prevent burnout (Transformative Learning Centre, 2004). [For the complete proceedings, see ED590245.]
Student Perception of the Showcase Assignment: Treating Public Speaking Anxiety through the Use of Self-Disclosure
Author: Sanders, Amelia Young
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Self Disclosure (Individuals),Anxiety,Public Speaking,College Students,Student Attitudes,Assignments,Peer Influence,Teacher Influence,Classroom Environment,Student Needs,Coping

This study focuses on a new classroom assignment known as the Showcase Assignment created by the researcher to reduce public speaking anxiety. This paper focuses on a qualitative study. College students enrolled in public speaking courses identified what about the course gave cause for anxiety and asked them to give their opinions on the assignment upon hearing its description. The findings indicated that students are most afraid of peer/instructor judgment. Students agree that the Showcase Assignment is an excellent example of a creative assignment, will aid in creating a supportive classroom environment, and predict it to be an effective and enjoyable assignment. This study was conducted with the intent of learning information to tailor the assignment to student needs before implementing it in a quantitative experiment study. The preliminary results of this quantitative study are also briefly discussed in this presentation. [For the complete proceedings, see ED590245.]
Sexual Assault in Higher Education
Author: Castellanos, Jennifer
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Sexual Abuse,Undergraduate Students,Victims of Crime,Coping,Self Disclosure (Individuals),Federal Legislation,Higher Education,Educational Legislation,Gender Discrimination,Student Attitudes,Student Behavior

Sexual assault involves any behavior where one individual makes sexual contact with another without explicit consent (Department of Justice, 2017). More than 20% of females and 11% of males in undergraduate programs are victims of sexual assault annually. Sexual assault can significantly impact survivors' academic performance and progress and may result in a survivor dropping out of school. Despite the many support services available on most campus, more than 90% of sexual assault incidents are left unreported. Sexual assault can have devastating and long-term effects on its victims. Even with proper policies and practices (e.g., Title IX), students within colleges and universities do not report or seek support services. This integrative literature review explores literature on how sexual assault impacts victims. [For the complete proceedings, see ED590245.]
Strategies to Develop Skills for Positive Training Transfer
Author: Northup, Jane
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Transfer of Training,Adult Learning,Adult Students,Adult Educators,Student Motivation,Individual Characteristics,Generalization,Maintenance,Work Environment

Baldwin and Ford's (1988) Model of the Transfer Process highlights training input and output factors as affecting conditions of training. Training inputs, such as trainee characteristics (personality and motivation), training design (principles of learning and training content), and work environment (support and opportunity to use skill) effect training outputs (learning and retention). Using adult learning principles in the classroom helps facilitate positive transfer of training and includes learning that takes place in the context of realistic settings, called authentic tasks (Brown, Collins, &amp; Duguid, 1989). Additionally, an instructor/trainer of adults must understand that the adult learner is self-directed, has experiences to share, needs motivation to learn, and has the need for problem-centered learning for learning and retention to take place (Knowles, Holton III, &amp; Swanson, 2005). Therefore, when the trainer understands what helps to motivate the adult learner, this enables the trainer to help students make meaning from what is learned, transfer their knowledge, and gain control from the instructor (Knowles et al., 2005). The purpose of this review is to take a closer look at examples of training inputs that maximize the transfer of training for positive learning and retention. [For the complete proceedings, see ED590245.]
The Life and Death of Adult Higher Education
Author: Coulter, Xenia
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Higher Education,Adult Development,Nontraditional Students,Developmental Stages

Should unique adult higher education programs be preserved and even championed, or should such programs succumb to the pressures of the day and get folded into more conventional higher education? This essay argues that, in addressing such vital questions, we need to become more aware of the relationship between human development and college study, specifically, whether new research in and theories of adult development suggest that college experiences designed particularly for adults can provoke more mature thinking in older students. [For the complete proceedings, see ED590245.]
Transformational Learning and the Role of Shadow in Quality of Life
Author: McLaughlin, Robin Gregory
Date: 2018-03-00
Type: Reports - Research
Subjects: Transformative Learning,Adult Learning,Adult Development,Self Concept,Consciousness Raising,Graduate Students,Masters Programs

Shadow work may result in increased awareness and emotional and behavioral changes that influence the quality of life in the adult student. Using a semi-clinical, semi-structured, qualitative interview with 20 adult learners, this study investigated the role of shadow work following Kegan and Lahey's (2009) Immunity to Change (ITC) process in support of the adult developmental journey. Shadow work refers to one or more processes that a person may use to uncover, or bring to awareness, repressed aspects of Self. This dimension of wholeness (less fragmentation) compliments the concept of horizontal learning and vertical development. [For the complete proceedings, see ED590245.]
Transforming First-Year Students into Life-Long Learners through First-Year Seminar Practices
Author: Johnson, Jamil D.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: College Freshmen,First Year Seminars,Program Effectiveness,Student Motivation,Decision Making,Time Management,Skill Development,Barriers,Lifelong Learning,Self Esteem,Success,Resilience (Psychology),Anxiety,Depression (Psychology),Stress Management,Sleep,Nutrition,Money Management,Majors (Students),Friendship

This mixed-method study assessed the effectiveness of a First-Year Seminar (FYS) course on students' successful accomplishment of learning outcomes that can be used beyond graduation: motivation, time-management, and decision-making. Students' quantitative responses indicated that the course had the highest impact on their motivation (M = 4.43, SD = 0.74), followed by the impact on effective decision making (M = 4.18, SD = 0.83), and the effect on time-management skills (M = 4.08, SD = 0.90). These findings were further expanded by students' qualitative responses identifying the biggest barriers to successful development and implementation of these three competences. Limitations and recommendations for future research are discussed. [For the complete proceedings, see ED590245.]
What about Us? The Quality of Work-Life of Adult Educators
Author: Schwehm, Jeremy S.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Quality of Life,Work Environment,Teacher Attitudes,Teaching Conditions,Adult Educators,Instruction,Scholarship,Teacher Responsibility,Teacher Researchers

Adult educators are often concerned with the well-being of our students, but how often do we consider our own quality of work-life? The purpose of the discussion session this paper is based on was to provide a safe space for participants to &quot;Gripe and Grow.&quot; Participants were invited to share issues (gripe) that negatively affect their quality of work-life with the intent to, as a collective group, identify strategies to address the issue (grow). [For the complete proceedings, see ED590245.]