April Monthly Summary

Group #1 comments:

Robyn commented on Group #2

Emily commented on Group #3

Natalie commented on Group #2

Meredith commented on Group #2

April primarily consisted of the e-archive. These are the roles and responsibilities of Group 1.

Assignment	Responsibility	Due Date
Era - Each member will highlight the following about their era in a written outline About - What major events happened during your era? What were the major education movements during this time? Main Educators/Programs - Who led these education movements? With what organizations and programs? Impact - Was the movement successful? What made it successful? How did it fail? What were the lasting effects In addition, each member will provide at least 2 visuals, graphics, and/or tables for their discussion. (Each member will talk about their era for 3-4 minutes. If you were to write out verbatim what you plan to say, this is equal to about 400-500 words)	1860s-1870s: Robyn 1940s-1960s: Natalie 1990s: Meredith 2010s: Emily	Wed April 5, Everyone review each others and add comments by Skype meeting
Group Skype Meeting Natalie to create group conversation invite Discuss any questions that came up reviewing each others’ eras Discuss and distribute final jobs	Everyone	Sat April 8 at 10:00AM
Record your sections in iMovie Record your Era. Ensure graphics meet APA rules. See PurdueOWL. Era video between 3-4 minutes. Either mark when you want your graphics to be shown or put them in yourself. Upload all your sources and what you used them for to Google Doc. (kinda like an annotated bibliography) (i.e. Source A was used for information for this educator. Source B was used for this graphic.)	Everyone	Mon April 10 Send to Natalie via email nguest.teach@gmail.com
Splice movie together	Natalie	Wed April 12
1 pager with sources	Emily	Wed April 12
Skype Meeting	All	Wed April 12 at 7:30pm

For Emily, the highlight of the month was connecting the educators and programs from the 2010s. Due to research in this area, she was able to connect with two educators via LinkedIn. The resources and opportunities they share will be invaluable as a professional in adult and community education. The biggest challenge for her was compiling all of the information into a one-pager; she overcame by remembering there is a twitter hashtag that has people guess a book from six words. Her plans for next month are to utilize summer break to purposefully grow her adult and community education network through cold calls and emails along with research interviews over coffee! For any current student looking at this blog, her biggest suggestion is that this class is what you make of it, so be sure to know your goals and make a plan to reach them!

For Natalie, the highlight of the month was getting to create a project using a different medium than just writing. She really enjoys creating visual and multimedia projects, so to be able to delve into that in connection with adult education to see a final collaborative project was a great experience for her. The biggest challenge for her remains work/life balance and mastering APA formatting correctly. She was able to overcome the challenge of work/life balance by setting aside designated morning time for her work, which is when she works most effectively, and to keep in communication with the group for consistent collaboration on correct APA format. Looking to the future, she is reevaluating her program choice, as this is her first grad school course, and she’s not sure if this is the program she will stay in. To any current student reading this, her best advice for the class is to stay in communication with your group, as that connection was invaluable to the process, and read the syllabus and course outline thoroughly and frequently.

For Robyn, the highlight of the month was being challenged to research an area she had not previously learned much about; literacy for PoC.  She also enjoyed continuing to understand first-hand the challenges of being a student.  Because of Robyn’s work supporting students (high school and college) who are struggling, the group project work and being stretched outside of her comfort zone provided some great reminders of the real struggles associated with being a college student.  She also enjoyed using a different medium beyond writing for the project providing an alternative to paper-writing.  As Robyn looks to the future, she is excited to begin an internship with a PhD student in the Instructional Design program at Ball State studying time management in high school students and developing curriculum to help teach these important skills and create intervention strategies.  Robyn’s advice for future students mimics Natalie’s advice: read the syllabus regularly and stay in touch with your group to help understand upcoming expectations. Our group made use of a group text to communicate regularly and google drive to store all of our common documents.  These contacts and connections not only have helped with meeting the requirements of this course, but also support when considering future courses within the program.  

For Meredith, the highlight of this past month was the ability to put more creativity into the assignment.  Creating the e-archive allowed students to use pictures and other visual elements to teach what we had learned.  Meredith also enjoyed being able to record a presentation for the other students to watch.  The main struggle for Meredith this month was staying focused.  Meredith graduates in May, so that excitement has been taking precedent over assignments at times.  Group 1 really helped to keep Meredith motivated and focused.  Meredith’s advice is similar to Natalie’s.  Meredith believes that it is very important to stay in communication with the professor.  Always contact your professor if there is some reason you cannot complete an assignment on time, or if you need extra help.  Professors are humans too, and they typically understand life’s little emergencies and will make accommodations when possible.  Also, make sure to read the syllabus many times.  Plan ahead for all assignments and group projects by marking dates in your calendar to begin working on those assignments.

Adult and Community Education E-Archive Paper

Robyn Spoon commented on Group 2's E-Archive
Natalie Guest commented on Group 4's E-Archive
Meredith Freeman commented on Group 3's E-Archive
Emily Shepard commented on Group 4's E-Archive.

Robyn Spoon was responsible for the 1860s-1890s and learning from the past.

Natalie Guest was responsible for the 1940s-1960s and the future of adult/community education.

Meredith Freeman was responsible for the 1990s and what has prevented people of color from fully participating in education along with final editing of the E-Archive.

Emily Sheperd was responsible for 2010s and addressing roadblocks for education.

Adult/Community Education E-Archive

Group 1: Meredith Freeman, Natalie Guest, Emily Sheperd, Robyn Spoon

Ball State University

1860s-1890s

Major Movements and Important Historical Context

• 13th and 14th Amendment passed (Morton, 1991).

Main Educators and Programs

• The lyceum movement was the major source of adult education (Columbia Encyclopedia, 2016)
• Pit schools educated slaves although it was against the law; following the Civil War, segregated Sabbath Schools educated freed slaves (Gundaker, 2007).
• Land grant schools began in 1862; land grant schools for African Americans in 1890 (Lang, 1997).

Impact and Significance

• Policies were implemented to prevent blacks from receiving the same education as whites
• Our group felt these movements and policies were important to cover because they set the stage for a long history of opportunities for some, but for people of color the opportunities were often withheld through legislation and intimidation.

1940s-1960s

Major Movements and Important Historical Context

• MLK Jr, Malcolm X, Black Panthers, and more lead Civil Rights Movement (CRM) and educated the community through activism (Highlander Research and Education Center, 2017).

Main Educators and Programs

• GI Bill encouraged veterans to pursue higher education (U.S. Department of Education, 2013).
• Military largest provider of adult education with focus on basic literacy (Morton, 1991).
• Freire and Illich analyzed societal structure to question status quo (Martin, 2003).

Impact and Significance

• CRM began to correct the exclusion of education opportunities for minorities.
• When considering literacy and opportunities for education for all people, including for people of color, the Civil Rights Movement could not be overlooked as much was done to attempt to bring educational opportunities to all people during this time period.

1990s

Major Movements and Important Historical Context

• Pres. George H. W. Bush goal of 100% literate adults (4President, 2011).
• Pres. Clinton created higher education tax credit (On the Issues, 2017),

Main Educators and Programs

• Colleges encouraged enrollment from minorities (Hamil-Luker & Uhlenberg, 2002).
• Thomas Ehrlich involved legislators in public university funding (Haack, 2014).

Impact and Significance

• Importance of adult education highlighted in legislation.
• While the general population might not consider the 1990s a critical time period for expanding literacy, there were several key educators and political goals to expand literacy to all people.  

2010s

Major Movements and Important Historical Context

• MOOCs and OERs bring free/low-cost education opportunities that anyone with an internet connection can access (Shah, 2015; IACE, 2016).

Main Educators and Programs

• Marie Cini moved an entire university to OERs (IACE, 2016).
• Coursera offers courses taught by professors for low cost (Coursera Inc., 2017).
• HBX brings a new professional touch to the online classroom (Feloni, 2015).

Impact and Significance

• Education resources more readily available, but only if you have internet.
• Our group found MOOCs an interesting opportunity for adults to expand educational opportunity, but discussed and considered the inequality associated with access to technology and broadband internet as the new great separator for educational opportunity bringing amazing opportunities to those with access and continued separation from opportunity for those without.

Below is a reference list for all sources used in the audio and visual sections of the e-archive.

References

4President. (2011). Bill Clinton 1996 on the issues improving education. Retrieved from http://www.4president.us/issues/clinton1996/clinton1996education.htm

Andrews, B. F. (1918). The land grant of 1862 and the land-grant colleges. Bureau Of Education, Department Of The Interior, 13.

Biography. (2017). Abraham Lincoln. Retrieved from http://www.biography.com/people/abraham-lincoln-9382540

Biography. (2017). Ralph Waldo Emerson. Retrieved from http://www.biography.com/people/ralph-waldo-emerson-9287153

Biography. (2017). Susan B. Anthony. Retrieved from http://www.biography.com/people/susan-b-anthony-194905

Boston, N., Hallman, J., & Sambol-Tosco, K. (2004). Slave experience: education, arts and culture. Retrieved from http://www.pbs.org/wnet/slavery/experience/education/history2.html

Collection of New-York Historical Society. (n.d.). Frederick Douglass. Retrieved from http://www.pbs.org/wgbh/aia/part4/4h2962.html

Coursera Inc. (2017). About. Retrieved from https://about.coursera.org.

Feloni, R. (2015, February 27). Harvard Business School hopes to fundamentally change online education with its new $1,500 pre-MBA program. Retrieved from http://www.businessinsider.com/harvard-business-school-hbx-1500-online-program-2015-2

Gundaker, G. (2007). Hidden education among African Americans during slavery. Teachers College Record, 109(7). Retrieved from https://eric.ed.gov/?id=EJ820471

Haack, A. (2014, July 18). IU President Thomas Erlich. Retrieved from https://blogs.libraries.indiana.edu/iubarchives/2014/07/18/c501/

Hamil-Luker, J., & Uhlenberg, P. (2002). Later life education in the 1990s: Increasing involvement and continuing disparity. Journal of Gerontology, 57B(6), S324-S331.

Highlander Research and Education Center. (2017). Over 80 years of fighting for justice. Retrieved from http://highlandercenter.org/media/timeline/

History.com. (2009). James Buchanan. Retrieved from http://www.history.com/topics/us-presidents/james-buchanan

Indiana Family and Social Services Administration. (2017). Temporary assistance for needy families. Retrieved from https://www.in.gov/fssa/dfr/2684.htm

International Adult Continuing Education. (2016). Marie Cini: Hall of fame class of 2016. Retrieved from http://www.halloffame.outreach.ou.edu/2016/Cini.html

Jones, R. C., & And, O. (1990). Building U.S. economic competitiveness: The land-grant model. Change, 22(3), 10-17.

Lang, D. W. (1997). Amos Brown and the American land grant college movement: ASHE annual meeting paper. Retrieved from https://eric.ed.gov/?id=ED415797

Lyceum, 19th-century American educational association. (2016).  In Columbia Electronic Encyclopedia. Retrieved from http://connection.ebscohost.com/c/reference-entries/39019291/lyceum-19th-century-american-educational-association

Martin, E. J. (2003). Critical social analysis, service learning, and urban affairs: A course application in public policy and administration. New Political Science, 25(3), 407-431. doi:10.1080/07393140307185

Mirel, J. (2006). The traditional high school: Historical debates over it nature and function. Education Next, 6(1), 14-21. Retrieved from http://educationnext.org/the-traditional-high-school/

Morton, S. T. (1991). Charting the Course of Lifelong Learning for Blacks. Retrieved from https://eric.ed.gov/?id=ED359317

On the Issues (2017). George Bush, Sr. on education. Retrieved from http://www.ontheissues.org/Celeb/George_Bush_Sr__Education.htm

Pemberton, C., & Haack, A. (2013). Indiana University President's Office records: 1976-1995. Retrieved from http://webapp1.dlib.indiana.edu/findingaids/

Pew Research Center. (2016, September 7). 13% of Americans don’t use the internet. Who are they?. Retrieved from http://www.pewresearch.org/fact-tank/2016/09/07/some-americans-dont-use-the-internet-who-are-they/

Shah, D. (2015, December 21). By the numbers: MOOCS in 2015. Retrieved from https://www.class-central.com/report/moocs-2015-stats/.

U.S. Department of Education (2013). An american

heritage--Federal adult education: A legislative history 1964-2013. Retrieved from https://lincs.ed.gov/professional-development/publications

U.S. Department of Education. National Center for Education Statistics. (1998) Adult Education in the 1990s: A Report on the 1991 National Household Education Survey. Retrieved from https://nces.ed.gov/pubs98/9803.pdf.

EDAC 631 Group #1 E-Archive

EDAC 631 Group #1 E-Archive

March Monthly Summary

Robyn commented on Group 2.
Emily commented on Group 4.
Natalie commented on Group 3.
Meredith commented on Group 4.

Adult and Community Organizations Paper

Assignment	Responsibility	Due Date
Organization 1: Intro, Main Programs, and Implications	Robyn	Tues 3/21
Organization 2: Intro, Main Programs, and Implications	Meredith	Tues 3/21
Comparison of Organization 1 and 2	Natalie	Thurs 3/23
Abstract, Conclusion, and Compilation	Emily	Sat 3/25

The above table highlights how we broke up Project 3, the Adult and Community Organizations paper.

Meredith’s highlight was learning more about Harvard’s online business school; the free aspect if you did not want to receive credit was really cool to her. Robyn built upon this to say how it was cool for adult learners to be able to explore the subject and see if it is the right fit before making the monetary commitment to pursue business. Robyn added that it was a way for older adult learners to see if they can succeed in pursuing online school. Emily’s highlight was working with Robyn after compiling the paper to fine tune the details; her insight and just the conversation itself made for a strong feeling of camaraderie. Natalie’s highlight was speaking with a different classmate, Oscar, about a group he works in. They discussed how it relates to a training she had attended “Showing Up for Racial Justice: White Ally Training”; she was able to relate how frustrating it was studying MOOCs and online education in general when many of these populations cannot connect with the technology to access these education opportunities. As she discusses this, you can hear the passion in her voice for bring not just equality but equity into adult and community education, especially among minority groups. Until this becomes more equal, MOOCs and Harvard just seems hollow.

This shows the challenges not only in our class, but also in the world around us. Thankfully, we do not need to list all the challenges in the world. Here we will highlight the challenges we faced this month in our group project. For Natalie, the major challenge was studying about things she was not necessarily passionate about. A second challenge also came in “translating” to APA when she is so conditioned in using MLA with her students and literature background. For Meredith, realizing the problems and exclusivity in different education programs was upsetting, and a problem she thinks needs to be addressed in our community. For Robyn, the planning was the biggest challenge; while she was fortunate to spend time in California visiting Ph.D. programs with her daughter, she also was balancing an especially busy season at work coupled with school which felt overwhelming at times. For Emily, the biggest challenge was planning; we weren’t quick enough to plan out project parts which resulted in what felt like a very rushed week in putting together Project 3.

For our group, these disparities are a problem we wish to highlight and rectify in our future professional career work. This month our group was lucky to be able to connect for two hours via Skype to reflect on the last month and plan for April. As we all listened to the frustrations Natalie voiced, we began to realize that education inequality is a common theme through the history of adult and community education. Due to our interest in this, this is the “theme” we are going to use to tie together our e-archive for Project 4. We plan to turn our e-archive into a short “movie” presentation utilizing many of the decades, programs, and educators we have already discussed as well as by bringing in a few new sources. We have begun to distribute roles for that project, and this is what we have so far.

Social Justice in Adult and Community Education: The Successes and the Failures

Assignment	Responsibility	Due Date
Era - Each member will highlight the following about their era in a written outline About - What major events happened during your era? What were the major education movements during this time? Main Educators/Programs - Who lead these education movements? With what organizations and programs? Impact - Was the movement successful? What made it successful? How did it fail? What were the lasting effects In addition, each member will provide at least 2 visuals, graphics, and/or tables for their discussion. (Each member will talk about their era for 3-4 minutes. If you were to write out verbatim what you plan to say, this is equal to about 400-500 words)	1860s-1870s: Robyn 1940s-1960s: Natalie 1990s: Meredith 2010s: Emily	Wed April 5, Everyone review each others and add comments by Skype meeting
Looking Forward - After reviewing the information provided about all the eras, each member will answer the following questions in a short paragraph What can we learn from the past? What is the future of adult and community education? What has prevented PoC from fully participating in adult and community ed programs? How do we address these roadblocks in our future programming? These answers will be compiled during a Skype meeting on 4/8 and each member will be assigned a piece to highlight in a recording.	Everyone	Fri April 7
Group Skype Meeting Natalie to create group conversation invite Discuss “looking forward” section and assign parts for each person to record Discuss any questions that came up reviewing each others’ eras Discuss and distribute final jobs	Everyone	Sat April 8 at 10:30AM
Record your sections in iMovie	Everyone	Mon April 10
Splice movie together	TBD	Wed April 12
1 pager with sources	TBD	Wed April 12
Additional responsibilities and roles as needed	TBD	TBD