Program Design

Ray- Commented on Group 5: Narrative Learning 

Darbi- Commented on Group 5: Narrative Learning 

Keersten- Commented on Group 4: Embodied Learning 

Lecia- Commented on Group 1:  Self-Directed Learning and Group 3: Experiential Learning

Jessica- Commented on Group 4: Embodied Learning 

Roles for Program Design:

Ray- Introduction & Reflection 
Darbi- Program- Write about main component or steps to our program. (group leader)
Keersten- Program- Write about relevant activities that must be performed to meet our learning goals. (group leader)
Lecia- Rationale- Investigate and write about one practical program.
Jessica- Rationale- Investigate and write about one practical program.

Group 2: Transformational Learning

EDAC 634

Program Design

Ball State University

Introduction

Adult learners who have previously received a bachelor’s degree and have not attended formal education in some time may find it difficult to excel in graduate programs, due to changes in technology and school requirements.  Our 8-step program will be aimed to ensure excellent on behalf of the adult learners, while creating partnerships between the university and the student.  Orientation with representatives from different schools with expertise in their field will give adult learners insight and choices to make better decisions regarding their future.  We will also provide workshops for FAFSA, dining options, campus tours and registry classes.  Free tutoring will also be explained along with free computer classes.

Rationale

After reviewing the literature, it is clear that transformational learning can be applied in a multitude of settings. Regardless of the type of program, four main components must be present for transformational learning to take place: experience, critical reflection, reflective discourse, and action (Merriam, Caffarella & Baumgartner, 2007). These components, combined with a safe, supportive learning environment, staffed with experienced and understanding professionals, will enable potential graduate students the opportunity to better prepare themselves for their next academic chapter. Our program works with each of these stages is outlined below, followed by descriptions of other community programs that have utilized transformational learning.

The general assumption behind our program is that adults returning to academia may feel overwhelmed or anxious. The decision to return to school and the accompanying uncertainty is the experience that participants of our program will find transforming. Each week we will address a different aspect that contributes to this fear and help these students move towards success. The topics that have been selected will be accompanied by activities that will allow the students to reflect on their current abilities and needs. Activities will range from assessments and guest lecturers to planning and self-assessment. Students will be provided with a journal to document their thoughts and record this process. This critical reflection is a main component of Mezirow’s theory.

Homeless Outreach and Advocacy Project (HOAP) is part of a non-profit organization in Salem, Oregon. The HOAP day center utilizes a transformational learning approach to help the local homeless population get back on their feet. The learning is initiated once the consumer recognizes that they no longer wish to live their current lifestyle. At this time, they can work with a staff member at HOAP to develop a growth plan. This plan requires a great deal of critical reflection to determine which areas of their life they would like to see change. Once the plan is developed, consumers work with peer support specialists and case managers to complete their objectives. This involves much discourse to ensure the consumer is making appropriate decisions. Once this individual has shown that they are serious in their efforts and begin to take action, they are placed in formalized case management for more in-depth assistance. This program clearly uses experience, critical reflection, reflective discourse, and action; the four essential steps of transformational learning. 

Ivy Tech Community College, an Indiana state-wide community college that has a high population of non-traditional students, was our second inspiration to this program.  All students are required to take a student success course (IVYT) during their first semester. This is a one credit course that exposes them to a variety of resources, skills, and discussions that will better prepare them for success. There is some variation but each of the classes introduces students to basic skills such as time management and note taking strategies, research resources, and writing & math lab availability. The theory behind the IVYT course is similar to our programs’ underlying assumptions. We wish to build the student success concept and make this program richer and more meaningful to the individual by providing valuable information for the experience while embedding discourse and self-reflection to propel them into action.  While a graduate student may have more experience than an entry-level community college student, many have been out of the academic area long enough that this program could provide some much appreciated information.   

Currently this class is planned as a face-to-face setting. However, with the proper tools, it could be expanded to include an on-line option.  By having this program in a classroom setting, we allow the students to engage in discourse, both with students dealing with similar concerns, as well as professionals who can offer insights to the new experiences in which they are preparing to participate. This program format will be provided in a variety of methods including guest speakers, hands-on searches, discussion, and self-assessments along the way.   This setting will facilitate learning and ensure that all students feel competent and better prepared for what lies ahead by the conclusion.  The final step in this process is action. In our program, the action is left for the student to take. We will have prepared them with many tools and information, allowing them to take appropriate steps to success in their chosen graduate program.

Program

Our 8-week program will get graduate students oriented back into the college atmosphere. Here are our main points for what we want to accomplish in our 8-week program:

1. Evaluating which program is best suited for each student.
2. How to get enrolled into graduate school.
3. How to sort through resources without becoming overwhelmed.
4. Financial resources available for returning students.
5. What to expect when returning back to school.
6. How to navigate necessary technology needed to participate in graduate programs. (Ex: Blackboard, Blogs, Videos)
7. How to create meaningful relationships with peers in graduate school.
8. How to deal with school related stress in everyday life.

One topic from this list will be covered each week for students to feel comfortable going back to graduate school. There will be activities for students to participate to feel a part of the learning process.

Activities

1.     This activity will consist of adult learners evaluating their interests and their outside influences to decide what graduate degree program would best suite them. Taking personality tests can help adult learners figure out what area of study their personality will succeed in. Also having individuals coming in to talk about degree programs will help adult learners to decide what best interests them.

2.     Adult learners will participate in the process of applying for graduate school. We will provide assistance to help them fill out an application, submitting or transferring transcripts, and helping them choose the program they wish to apply to. Explaining to the adult learners all their options and making sure that they have everything they need to apply for graduate school will help them make sure they are correctly applying for school.

3.     Our program will have a graduate resource guide in book form for adult learners to read through and ask questions about. In this resource guide there will be phone numbers and email addresses of advisors, professors, and other resources they can use throughout their graduate degree program. Also this resource guide will have information about all of the graduate degree programs for adult learners to look at whenever they have questions.

4.     Our program wants to help adult learners to understand all financial resources that are available. This activity will be full of information about FASFA, scholarships, grants, graduate assistant positions, work-study opportunities, and student loans. Adult learners will be helped filling out a FASFA if they haven’t already completed one. They will also be told about scholarships, grants, graduate assistant positions, work study opportunities that they can apply for to help pay for their graduate degrees. Lastly, adult learners will be educated on student loans that they can apply for and how the interest builds with student loans.

5.     Adult learners will sit through an orientation about graduate school. It will explain costs of graduate school, materials needed for different graduate programs, a tour given of the college, meet and greet with professors to ask questions, and campus resources that they can use to excel in graduate school. These resources can include a writing center, campus library, and tutoring center.

6.     Adult learners will sit through a tutorial on how to use Blackboard. Blackboard can be confusing if an individual has never used it before. The tutorial will show adult learners how to navigate through all of blackboard’s features. This can include how to post assignments, discussion boards, find the class syllabus, and how to see their grades. Other tutorials will be given on how to work blogs and videos so that adult learners will know how to use them in their graduate degree program.

7.     We will help adult learners make lasting peer relationships throughout their graduate degree program. All the individuals in this program will play icebreaker activities to get to know those around them. This will help them to make connections with those around them. These individuals can be future classmates that they can keep in touch with throughout graduate school. This activity can also help adult learners to break out of their shell.

8.     The last activity of our program will help adult learners to know how to balance school with their everyday stressors of life. Individuals will be asked to write down their daily responsibilities to see how much time they have available to work on their degree program. They can look at their schedule to plan how many classes they will have time to take each semester. After planning their schedule, adult learners will be taught how to de-stress from every day stressors and from school. This will help adult learners to balance their time and to help them know how to deal with stress.

Process

We completed this assignment by using teamwork, technology, and personal experiences.  Not every adult learner is equipped to excel at a graduate school level without some form of assistance.  One lesson/tip we gained is the importance of group communication to ensure all roles are being accomplished. We were able to work within the group by being available through blackboard posts, emails, and text messaging regarding our roles and responsibilities.  Each member must hold each other accountable to make sure that all parts of the assignments flow smoothly.  Constant communication and sharing of rough draft papers gave the group and opportunity to make the necessary corrections before the due date.  The blog is allowed us to share our ideas freely with the entire group.

Reflection

            As a group we realized the uniqueness of creating an 8 step program to assist adults learners, both young and old, to complete graduated school.  We all have different styles of learning (intrinsic, extrinsic), families, or health issues that require assistance.  Our program will address the needs of all students regardless of disability, race, age, and sexuality.

            Assisting adult learners at the graduate level creates a more diverse society and workplace.  Research guides detailing campus contacts are resources that will be provided to every student.  Each student will meet with their academic advisor to plan a course of actions.  Partnerships between universities, veterans’ administrations, and other community resources will be readily available, so we all are afforded the same opportunities in life.

Tables

Table 2: Literature Review Main Ideas 

Main Ideas
The main themes/ideas in the literature	Application of the main ideas in practice
Outcomes of transformational Learning	Change in perspective that is a shift in assumptions of self and beliefs. Changes who the person is and what they believe.
Is higher cognition necessary to achieve transformational learning	Students must be of a higher level of thinking to process the ten steps of transformational learning - the ten steps of TML
Debate over Transformational learning as an abstract theory or educational practice	Is transformational learning an event, a theory, or another name for good teaching and good learning?
An attempt to quantify the importance of the ten transformational steps	Quantifying the importance of each of the precursor steps can be used by practitioners to find appropriate methods to guide learners through each step.

Table 3: Summary of Program Design

Learners
Purpose	Create an 8-week program to assist adult learners transitioning to graduate school.
Objective	To ensure that graduate students receive a smooth and helpful transition while pursuing their degree.
Rationale- Ideas from Literature	Based on Mezirow’s theory, four main components must be present for transformational learning to take place: experience, critical reflection, reflective discourse, and action. These components, combined with a safe, supportive learning environment, staffed with experienced and understanding professionals, will enable potential graduate students the opportunity to better prepare themselves for their next academic chapter.
Rationale- Features from practical cases	Our two practical cases include Homeless Outreach and Advocacy Project, a non-profit organization, in Salem, Oregon and Ivy Tech Community College, an Indiana state-wide community college. We hope to build the student success concept based off these two organizations and make our program richer and more meaningful to the individual by providing valuable information for the experience while embedding discourse and self-reflection to propel them into action.
Highlights of the program	A program that would include the following: evaluations on which program is best suited for each student, the process on how to get enrolled into graduate school, financial resources available for returning students, expectations when returning back to school, how to navigate necessary technology needed to participate in graduate programs, creating meaningful relationships with peers, and how to deal with school-related stress in everyday life.

References 

Merriam, S.B. (2004). The Role of Cognitive Development in Mezirow’s Transformational Learning Theory. Adult Education Quarterly, 55(1), 60-68. doi: 10.1177/0741713604268891

Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in Adulthood: A Comprehensive Guide. San Fransisco, CA: Jossey-Bass.

Brock, S (2010) Measuring the Importance of Precursor Steps to Transformative Learning. 

American Association for Adult and Continuing Education,  60(2)122-142

Mezirow, J (1994). Understanding transformation theory. Adult Education Quarterly, 46, 22-32.

Tennant, M.C (1993), Perspective transformation and adult development. Adult Education Quarterly, 44(1). 34-42