ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Assume I Don&apos;t Know&quot;: Adult Degree Completer Perceptions of a Portfolio Experience
Author: Root, Tina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Students,Student Attitudes,Portfolios (Background Materials),Student Experience,Prior Learning,Barriers,College Credits

In the fall of 2019, the University of Arkansas--Fort Smith enrolled an initial cohort of students in an adult degree completion program designed to combine previous college hours and current work experience that could be applied to additional college credit. The students were enrolled in a portfolio class in which they documented their prior learning toward one or more existing college courses within their degree plans. The researchers have identified strategies for eliminating barriers to instruction for returning students. This article will focus on the tools and techniques that have proven helpful in perceptual change within an eight-week adult degree completion portfolio course. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Crash the Discord: Creating a Learning Environment That Bolsters Value Appreciation and Respect through Civil Discourse
Author: Henry, Regina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Transformative Learning,Communication Skills,Educational Environment,Critical Thinking,Dialogs (Language),Adult Students,Higher Education

Graduates must know how to navigate social, cultural, and global issues, using civil discourse to elevate understanding, bring concerns to light, and to find solutions to business, national and international challenges. Institutions of higher education continue to struggle with the diversity of students, faculty, and administration while encouraging civil discourse internally as well as throughout the student body. Universities are in a unique position to educate and prepare adults, across the globe, to provide positive contributions to the world around them. This responsibility goes beyond simply imparting technical skills. Today's graduates must be equipped to solve complex problems and to create solutions. Transformative learning theory provides tools to support learners with engaging in civil discourse. This article proposes a model for educators to facilitate civil discourse in the classroom, teaching skills that are transferable to business and society. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Discovering Unknown Reflection: Exploring Sentimental Intentions of Online Teaching Evaluation in Adult Technology Education
Author: He, Yankun
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Student Evaluation of Teacher Performance,Online Courses,Adult Education,Student Attitudes,Computer Science Education

Sentiment analysis (SA) is the process of identifying and classifying users' opinion from a piece of text into different sentiments. Student's evaluation of teaching is one of the common and necessary measures to assess the teaching quality of course instructors in a college setting. Traditionally, student evaluations are administered towards the end of the semester using a paper-based survey. However, recently online evaluations, such as RateMyProfessor.com (RMP) are becoming popular. This study collected 490 comments of professors in the Computer Science and Software Engineering department at Auburn University that meet the selection criteria from RMP. The research utilized a textBlob Python package to analyze sentiments of students' comments from different class standings. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Distance Learning in Modern Times: Challenges for Contemporary Solutions
Author: Santos, Rose A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Student Needs,Online Courses,Barriers,Teaching Methods,Adult Education,Higher Education,Pandemics,COVID-19,Case Studies,Educational Trends,Trend Analysis,Virtual Classrooms,Teacher Attitudes,College Faculty

This roundtable session explored engagement practices for practitioners and educators alike to meet the online needs of diverse learners. Classroom teaching has called for the need to be solely available online as a temporary solution. The purpose of this study is to explore the current role of effective distance learning practices in adult education and higher education, which has been forced center stage due to our ongoing global pandemic, known as COVID-19. Research data and faculty case stories related to personal and adult educational experiences will be highlighted. In particular, the study will evaluate the impact of recent events, such as the pandemic, on distance learning and pedagogical practices. Through the faculty case stories and data analysis, topics of discussion will be provided for best practices in distance education for adult learners. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Expressive Writing and Community College Students: Making Meaning of Their Experiences in Life and Academics
Author: Russell, Jeffrey A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Two Year College Students,Community Colleges,Expressive Language,Writing Assignments,Experience,Barriers,Stress Variables,Anxiety,Coping,Stress Management,Reflection,Transformative Learning,Grammar,Writing Skills,Emotional Response

Many college students face numerous academic, social, and economic obstacles that can affect their ability to succeed in their coursework. Expressive writing could be used to help college students overcome these obstacles and make meaning of their experiences to improve their academic lives. With expressive writing, community college students can learn from stressful events in their academic career, process their thoughts and emotions, reduce anxiety, and gain a new perspective on their goals through the process of reflection. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Improving Scholarly Discourse: Responding to Reviewers and Understanding Scholarly Impact
Author: Baumgartner, Lisa M.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Publishing,Responses,Feedback (Response),Journal Articles,Scholarship,Social Media,Best Practices,Editing,Information Dissemination

Publication expectations continue to rise at academic institutions. Successfully publishing an article means effectively responding to reviewer comments. In this paper, I briefly delineate the publication process. I discuss best practices for responding to reviewer comments and provide examples. I review how the scholarly impact of one's work is measured. Terms such as impact factor, H-index, and [subscript ¡]10 index are defined and critiqued. Altmetric measures the effect of scholarly impact in social media. I describe and critique venues for sharing research such as ResearchGate and Academia.edu. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Does Education Matter? Tests from Extensions of Compulsory Schooling in England and Wales. Research Briefs in Economic Policy. Number 250
Author: Clark, Gregory
Date: 2021-02-10
Type: Reports - Evaluative
Subjects: Compulsory Education,Foreign Countries,Educational History,Educational Change,Low Income,Outcomes of Education

There has been clamor and dismay at the expected future economic and social costs for children affected by school closures from COVID-19. A New York Times editorial, for example, stated: &quot;A learning reversal of this magnitude could hobble an entire generation.&quot; However, the nearly universal belief in the substantial social and economic benefits of education faces some disquieting counterevidence. School closings will likely have little social cost. One piece of counterevidence is the effects of England's extensions of compulsory schooling in 1919-1922, 1947, and 1972. This shows compellingly that more schooling for students of lower socioeconomic status produced little or no gains in incomes or in broader measures of living standards, such as longevity. In their research, the authors exploit some new large-scale sources to examine the social and economic effects of the 1947 and 1972 schooling extensions and to also measure the effects of the 1919-1922 extension. The analysis of the effects of the 1947 schooling extension, by quarter of birth for the affected cohorts, finds that there is no sign of the 5 percent increase in permanent income that the schooling literature would predict. Indeed, the point estimate is for no gain at all. The picture is the same for the 1972 extension. If the effects of extensions of compulsory schooling in England in the 20th century are a guide for the present, lost schooling will not have any long-term social costs. [This research brief is based on Gregory Clark and Neil Cummins, &quot;Does Education Matter? Tests from Extensions of Compulsory Schooling in England and Wales 1919-22, 1947, and 1972,&quot; Center for Economic and Policy Research Discussion Paper no. 15252, September 2020.]
Drawing from Mysticism in Monotheistic Religious Traditions to Inform Profound and Transformative Learning
Author: Kroth, Michael
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Transformative Learning,Judaism,Christianity,Islam,Learning Theories,Educational Practices,Religious Factors,Phenomenology,Adult Learning,Spiritual Development

The purpose of this paper is to introduce the processes and practices of mysticism found within the monotheistic traditions, Judaism, Christianity, and Islam, in an attempt to identify areas where these might inform, elaborate, and deepen our understanding of profound and transformative learning theory and practice. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Prior Learning Assessment in the US: A Systematic Literature Review
Author: Boden, Carrie J.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Prior Learning,Evaluation Methods,Literature Reviews,College Credits,Nontraditional Students

Earning a college degree offers many benefits but requires time and money. Prior learning assessment (PLA) saves time and money by translating prior learning into college credit. This systematic literature review examined peer reviewed journal articles about PLA from the last decade. The research design used systematic literature review procedures to identify articles, collect data using the matrix method, and analyze data using thematic coding. Findings included journals publishing PLA articles, authorship, publication years, underlying empirical studies, and six major themes: the big picture, higher education changing PLA and PLA changing higher education; equity and access; program overviews; approaches, methods, and processes; and quality assessment. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
The Worsening Political Divide: Adult Education as Part of the Cure
Author: Nabb, Lee W.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Political Attitudes,Political Affiliation,Adult Education,Citizen Participation,News Media,Social Media

The US is experiencing extreme social and political polarization not seen since the Civil War. This divisiveness is causing civil unrest and governmental dysfunction which threatens the stability of the nation. Four major causes of the current state are party realignment, the deregulation of news broadcasting, algorithmic personalization of electronic information, and an unknowing public. Adult education can and should be part of the remedy reducing or eliminating harmful polarization. Knowledge of authoritative systems is key to the solution. To promote such knowledge, adult educators can create practical and theoretical learning experiences about authoritative systems and incorporate such knowledge into existing courses and programs. Breadth of the field should produce myriad ways to do so particular to each educator's practice. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Language Used as a Form of Power, Privilege, and a Force
Author: Pippins, Esther
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Language Usage,Power Structure,Minority Groups,Identification (Psychology),Racial Bias,Gender Bias,Social Bias,College Students

For centuries, language has been used by the dominant culture both as a means of constructing power and as a way of maintaining it. Race, language, gender, and sexuality can all contribute to reinforcing one's identity as an &quot;other.&quot; In doing so the dominant culture can create and reinforce blame and the perpetuation of minority groups as the &quot;others&quot; using language. Using the method of structuralism, this study aims to demonstrate the social construct in which language used by dominate culture validates the power, privilege, and force of dehumanizing language in the form of &quot;othering.&quot; [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Practical Guidance in Identifying, Recruiting, and Interviewing International Key Informants in Adult Education Research
Author: Helsinger, Abigail
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Educational Research,Identification,Recruitment,Interviews,Qualitative Research,Cross Cultural Studies,Lifelong Learning,Educational Researchers

Cross-cultural qualitative research is essential to develop practical approaches to promote adult education and training in diverse societies. Yet, little systematic guidance is available to successfully conduct a large-scale cross-national qualitative inquiry in general, and in virtual settings in particular. The purpose of this study is to identify challenges and effective strategies in virtual qualitative interviews with international key informants. We used a focus group of five researchers to identify challenges and strategies associated with five key domains of qualitative interviews with informants: identification, recruitment, preparation, conducting interview, and follow-up. Deductive thematic analytic methods and content analysis revealed nuanced tactics related to challenges and strategies. These findings provide practical guidelines for adult education researchers conducting interviews with international key informants. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Privacy Issues in Online Learning Environment
Author: Chang, Bo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Privacy,Online Courses,Laws,Grades (Scholastic),Student Records,Web Sites,Educational Legislation,Learning Processes,Student Rights,Vignettes,Electronic Publishing,Cooperative Learning,Integrated Learning Systems,College Students,Peer Evaluation

The purpose of this paper is to explore privacy issues in online learning. This study shows that there are direct legal-related privacy issues, such as students' personal data and grades protected by the FERPA, and students' right to protect their privacy in the context of a public website. There are also some privacy issues which occurred in much nuanced ways in the online learning process, such as open access to each other's work, transparent reflections, public comments, critical analysis of the assignments, critical comments, and collaborative evaluations of students' work. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Profound Learning of End of Life Caregivers
Author: Wigdorski, Elizabeth
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Volunteers,Caregivers,Adult Learning,Older Adults,Death,Hospices (Terminal Care),Learning Processes,Transformative Learning

This study explores the learning of volunteer end of life caregivers (EOLCG). Using the profound learning framework, the researchers will use a grounded theory approach to generate transferable characterizations of how learning occurs for EOLCGs and what the content of that learning is. As a unique population of adult learners who perform an essential and sacred service for those passing through a mysterious and difficult time of life, there is much to be explored. The study seeks to understand how profound learning happens for EOLCGs. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Profound Leadership and Adult Education: An Empirical Study
Author: Scott, Heidi K.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Instructional Leadership,Leadership Training,Leadership Effectiveness,Higher Education,Teaching Methods,Organizations (Groups),Doctoral Students,College Faculty,Mentors,Phenomenology,Student Attitudes,Role Models,Leadership Qualities,Learning Processes,Doctoral Programs,Adult Educators,Teacher Student Relationship

The intentional teaching application of leadership theories is not often addressed in leadership development programs comprising the field of adult education. The purpose of this study is to understand more deeply the quality, characteristics, and practices of profound leaders. This is an exploratory, empirical study, interviewing seven participants chosen for leadership acumen and vetted by the research team: employing a two-interview sequence, research apprenticeship model, and thematic analysis. Initial findings include commonly elicited elements, viewed through the lens of integrative literature review findings. Understanding and applying the profound leadership concept offers the field of adult education useful implications with information about leadership development, teaching leadership in higher education and organizations, and practicing leadership allowing flourishing in individuals, organizations, and society. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Reactions to COVID-19: A Public Health Critical Race
Author: Ellis, Joanna H.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Public Health,Knowledge Level,Attitudes,Health Behavior,Beliefs,Critical Theory,Race,Ethnicity,Racial Bias,At Risk Persons,Social Influences,Racial Attitudes,Racial Differences,Experience,Individual Characteristics,Adults,Minority Groups,Whites

Since the spring of 2020, the pandemic has dominated public discourse. Using a public health critical race praxis research approach, our team interviewed a diverse group of individuals to elicit stories about their knowledge, attitudes, and responses to COVID-19. We used health belief model constructs and critical race theory tenets to evaluate race and ethnicity's influence and implications in reactions to the pandemic. Findings include the ordinariness of racism and colorblindness in assessing the susceptibility and severity of COVID19 and its risk factors. Including social determinants of health in the core curriculum of cross-disciplinary education programs emphasizes the impact of public health disparities and may reduce colorblindness and ordinariness. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Program, Policy, and Culture Factors Minority Millennials Perceive as Important within Their Workplace for Retention
Author: Watts, Tanesha
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Personnel Policy,Organizational Culture,Minority Groups,Adults,Labor Turnover,Career Development,Employee Attitudes

Millennials make up the largest segment of the current workforce. However, research about minority Millennials and their needs are relatively unknown. The purpose of this study was to determine what minority Millennials deemed important within an organization's culture and the policies and programs that would persuade them to remain with the company. Purposeful sampling was used to identify participants for this study. The results of the study indicated that minority Millennials expect programs that promote continuing education and opportunities for career growth. They also expect competitive benefits packages, pay, and workplace flexibility. Companies can use this information to gain a better understanding of the culture, programs, and policies that minority Millennials expect at their workplace. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Proposing a New Research Method: Convivencia Testimonial
Author: Quintero, Jessica M.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Research Methodology,Indigenous Knowledge,Indigenous Populations,Hispanic Americans,Feminism,Epistemology,Qualitative Research,Innovation,Adult Education,Educational Research,Educational Benefits

Convivencia testimonial is a subaltern method for conducting research among Chicana/Latina researchers and participants. Its underpinnings are grounded in Chicana feminist epistemology (CFE). CFE offers an alternative way of doing critical qualitative research. Methodologies stemming from CFE can also offer innovative methods grounded in subaltern epistemes for adult educational research. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Reconceptualizing Learning Transfer: A Preparation for Future Learning
Author: Rausch, Thomas A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Transfer of Training,Adult Education,Continuing Education,Adult Educators,Learning Theories,Learning Processes,Teaching Methods,Situated Learning,Problem Solving,Course Objectives,Futures (of Society),Measurement

This paper examines current views and definitions of learning transfer as well as their dominant characteristics. An alterior way to view learning transfer as preparation for future learning (PFL) is presented along with its defining features. This paper is divided into five sections: (a) what comprises learning transfer, (b) the conventional views and characteristics of learning transfer (c) PFL learning theory and its assumptions (d) sought after transfer outcomes (e) and how a reconceptualization can help adult and continuing educators. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]