DOCSLIB.ORG

Download the Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Download the Program INTERNATIONAL ADULT CONTINUINGand EDUCATION HALL of FAME INDUCTIONth 25CEREMONY Where the spirit of learning is the lasting legacy MARCH 11, 2020 | PHILADELPHIA, PENNSYLVANIA “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” – John Quincy Adams TABLE OF CONTENTS Introduction ...................................................... 1 History ................................................................. 1 Funding ............................................................... 1 Location .............................................................. 1 2020 INDUCTEES Philip C. Candy ................................................. 3 Jean Fleming ..................................................... 4 Louis Martini ...................................................... 5 Amy Moorash .................................................... 6 Linden West ....................................................... 7 James Witte ....................................................... 8 Donors ................................................................. 10 Previously Inducted Members ..................... 12 Board Members ............................................... 14 Acknowledgments .......................................... 15 “If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.” – Chinese proverb HOW IT BEGAN INTRODUCTION vision and recognition of the need to the Hall of Fame, the Board of The freedom to learn lies at the heart of provide a mechanism to recognize and Directors will establish qualifications all great civilizations. It is a prerequisite honor, in perpetuity, living and deceased for induction. Three categories are to our other freedoms of speech, adult and continuing educators who had currently specified: assembly and worship. Indeed, distinguished themselves as scholars · Regular members education is the shield that arms and practitioners that the concept of the · Honorary members individuals against political tyranny Hall began to take on form and meaning. · Posthumous honors and economic impoverishment. Anyone may nominate a candidate for Learning is an instinct. It is one that The IACEHOF was formally established induction. Following review of the must be nourished and cultivated, and in 1993 with White as the chair of its nominee by a screening committee, it is in this garden of the mind that board. A significant moment in the members are elected by the Board the inductees of the IACEHOF unfolding of the Hall’s development of Directors. have labored. was realized in March 1996 when Dr. James Pappas, in a letter to Dr. John B. FUNDING This Hall of Fame has been created not Holden (then IACEHOF Board Chair), The expenses related to the only to honor leaders in the fields of invited the Board of Directors to establishment of the Hall of Fame and continuing education and adult consider the University of Oklahoma the inductions have been met by cash learning but to serve as a record and College of Continuing Education and in-kind contributions. It is hoped inspiration for the next generation of as the permanent site for its that the ongoing, modest expenses of continuing education leaders. Election official headquarters. the Hall of Fame will be met by similar to the Hall of Fame acknowledges that gifts in the future. Contributions are these men and women have made The years 1994, 1995 and 1996 were tax deductible. distinguished contributions to the field signature years for the Hall in that its of adult and continuing education. Each organizational functions, culture, and LOCATION has provided a crucial nexus between mode of operations would be defined. The official home for the International resources and learners. These The IACEHOF would be incorporated Adult and Continuing Education Hall of innovative leaders have believed as a nonprofit corporation, become Fame is the University of Oklahoma’s passionately in the evolutionary power located at the University of Oklahoma, University Outreach, Thurman J. White of education. All are themselves develop bylaws to govern its operations, Forum Building, Norman, Oklahoma. exemplary lifelong learners and have formulate guidelines and criteria for The virtual Hall of Fame may be found left lasting impressions on the the selection of persons to be inducted at halloffame.outreach.ou.edu. students, institutions, and for membership in the Hall, and induct organizations they have served. the Hall’s first class in Charlotte, First opened in 1962, the Oklahoma North Carolina. Center for Continuing Education is This booklet commemorates the 25th recognized as one of the nation’s induction ceremony and, more Beginning with its inaugural induction leading university-based residential importantly, records some of the major in Charlotte, North Carolina, in 1996, conference centers. As part of accomplishments of the inductees. 24 classes have been inducted into the University Outreach, CCE annually Their contributions to adult learning IACEHOF. Its membership includes serves more than 35,000 individuals provide the foundation for continuing more than 300 members. A first was who attend conferences, workshops, education scholarship and teaching in achieved by the Hall in 2006 when meetings and other activities at the the century to come. a special induction ceremony of the center, one of 11 W.K. Kellogg 2006 European Class was held at Foundation-funded continuing HISTORY the University of Bamberg in education centers in the world. Discussions leading to the founding of Bamberg, Germany. the IACEHOF can be traced to the mid-1980s. Dr. Thurman J. White is universally acclaimed as the founding father of the Hall. It was throughWhite’s According to the corporate bylaws of 1 JAMES P. PAPPAS SCHOLARSHIP International Adult and Continuing Education Hall of Fame Established 2015 The James P. Pappas Scholarship honors Dr. James P. Pappas for his tireless dedication to and support of the International Adult and Continuing Education Hall of Fame and for his far- reaching contributions to the field of continuing education. The scholarship is an annual award made by the Hall of Fame to an adult education major who is working toward the completion of a higher education degree. Dr. Pappas, executive director of the Hall of Fame and a member of the 1997 Induction Class, has been a member of the Hall of Fame’s board of directors from its beginning. He is an international leader in adult and continuing education with some 50 years of experience transforming the lives of nontraditional students. As vice president for Outreach at the University of Oklahoma, he led a lifelong learning organization that serves more than 250,000 participants with degree programs, distance and online courses, business and executive programs, and conferences and workshops. Outreach also administers many large federal and state education and training grants and contracts. In addition, Dr. Pappas was dean of the College of Liberal Studies and a professor in Educational Psychology and Liberal Studies. In 2014, he was awarded the prestigious Professor Honoris Causa from the University of Bucharest, Romania. In addition to his academic work, Dr. Pappas has served as an officer on numerous community service and professional association boards, president of both the University Professional and Continuing Education Association and the Association of Graduate Liberal Studies Programs, and executive vice president of the Association for Continuing Higher Education. Scholarship Committee Members Nina Barbee, Committee Chair Grey Edwards Gary Eyre Coordinator, IACEHOF Hub Chief, Army Continuing Advance Associates and University of Oklahoma Outreach Education System (ACES), Consultants (Ret.) U.S. Army Garrison (Ret.) Phoenix, Arizona Board Member, IACEHOF James Pappas, Ex-Officio Vice President, University Outreach (Ret.) Dean, College of Liberal Studies (Ret.) Mortimer Neufville Executive Director, IACEHOF President/CEO 1890 Universities Foundation Dian Stoskopf Director of the Army Continuing Mary Alfred Education System (ACES) (Ret.) Professor, Adult Education and Chair, IACEHOF Human Resource Development Texas A&M University 2 PHILIP C. CANDY in Adult Education in 1991 and is Candy has consulted with institutions among the most cited works in the SDL throughout Australia, New Zealand, field. A subsequent national report on Canada, the United States, the United which he was lead author helped to Kingdom and South Africa, as well establish lifelong learning as a priority as the Australian Development in Australian higher education. Assistance Bureau (now AusAid), and international organizations including In 1994, he co-authored co- UNESCO, OECD, the World Bank, authored the book Pioneering Culture: the Japan National Institute for Mechanics' Institutes and Schools of Educational Research, the Colombo Arts in Australia, based on extensive Plan Staff College for Technician research not previously undertaken. Education in Singapore and Manila, and the Commonwealth Fund for His 1994 report, Developing Lifelong Technical Cooperation in London. Learners Through Undergraduate Education, for the Australian National He has served as professor and director Dr. Philip C. Candy is one of Australia’s Board of Employment, Education and of academic staff development at the most distinguished and respected Training (NBEET), spurred universities Queensland University of Technology, scholars in the areas of
Load more

Recommended publications
  • Implementing Adult Learning Principles to Overcome Barriers of Learning in Continuing Higher Education Programs
    Online Journal of Workforce Education and Development Volume III, Issue 4 – Summer 2009 IMPLEMENTING ADULT LEARNING PRINCIPLES TO OVERCOME BARRIERS OF LEARNING IN CONTINUING HIGHER EDUCATION PROGRAMS Kristen M. De Vito Eastern Illinois University 1 Online Journal of Workforce Education and Development Volume III, Issue 4 – Summer 2009 Abstract A fundamental aspect to continuing higher education is overcoming of barriers of learning when dealing with non-traditional students. With non-traditional student enrollment on the rise, continuing higher education programs have an obligation to address issues of accessibility, affordability and accountability in higher education. The purpose of the study was to identify the relationship between adult learning principles and overcoming barriers of adult learning in continuing higher education at higher education institutions based on published literature. 2 Online Journal of Workforce Education and Development Volume III, Issue 4 – Summer 2009 Introduction In ancient times, teachers like Socrates and Plato had theories about the ends of adult education but nothing about the means of adult learning. Yet because of their experiences with adults, they developed a very different concept of the teaching and learning process from what dominates formal education today (Knowles, Holton, & Swanson, 1998). The basic pattern of our educational system started to take shape between the American Revolution and the Civil War. Education was mostly viewed as a private responsibility. Over time the growth in manufacturing and urbanization, the rapid growth of cities, and the realization that the success of a democratic society depended on the intelligence of the population contributed to the shift in the responsibility of education from private to public (Knowles, 1962).
    [Show full text]
  • Applying Adult Learning Theory
    Designing Technology for Adult Learners: Applying Adult Learning Theory www.digitalpromise.orgAccelerating Change | 1 It’s a staggering statistic — 36 million adults in the United States read at a 3rd grade level or below.1 Of these, more than two-thirds are members of the workforce but don’t have the skills for advancement.2 Yet, finding and completing education programs is often a struggle for this population. Access to quality education programs is making powerful use of technology with these limited at best — our current adult education learners, including online courses for factory programs can only handle about four million workers in rural communities, cell phone of those 36 million learners.3 And, because based text and audio programs for English they often juggle multiple jobs and family language learners, and libraries providing duties, staying in and finishing a program is tablets for patrons to learn digital literacy skills. a challenge for most.4 Additionally, much of what these students are learning does not This is only the beginning. 36 million adults align with the skills they need for today’s means a potential market opportunity workforce.5 So, often students (who may estimated at three to six billion dollars.8 not be confident in their learning skills) As entrepreneurs and developers seek to struggle through courses that ultimately capitalize on this opportunity and provide don’t help them get to the next level. quality digital learning opportunities for underserved adult learners, it is important The use of technology to support learning for to consider ways to design products K-12 students is gaining popularity, leading that will best fit how adults learn.
    [Show full text]
  • Family and Child Education (FACE) Guidelines, 2018
    Family And Child Education Guidelines Revised June 14, 2018 Table of Contents Page General Information .............................................................................................. 1 History of the Family and Child Education Program .......................................... 1 Goals ................................................................................................................ 1 Assurances ....................................................................................................... 2 Program Description ......................................................................................... 2 Home-based Services ........................................................................................ 3 Center-based Services ...................................................................................... 4 School Classroom Services ............................................................................... 4 Program Integration ........................................................................................... 4 Professional Development ................................................................................. 4 Evaluation .......................................................................................................... 5 Policies and Procedures .................................................................................... 5 Eligibility Criteria ................................................................................................... 6 Applicant
    [Show full text]
  • The Ultimate Educator: Achieving Maximum Adult Learning Through
    CHAPTER 3 ULTIMATE ADULT LEARNING HISTORICAL ROOTS OF ADULT LEARNING PRINCIPLES Since the 1970s, adult learning theory has offered a framework for educators and trainers whose job it is to train adults. Malcolm S. Knowles (1973) was among the first proponents of this approach. In his book, The Adult Learner: A Neglected Species, he resurrected the word “andragogy” a term popular in German education circles in the early 1800s, and used it to label his attempt to create a unified theory of adult learning. Knowles’ contentions were based on four assumptions: 1. As they mature, adults tend to prefer self-direction. The role of the instructor is to engage in a process of inquiry, analysis, and decision-making with adult learners, rather than to transmit knowledge. 2. Adults’ experiences are a rich resource for learning. Active participation in planned experiences—such as discussions or problem solving exercises, an analysis of those experiences, and their application to work or life situations—should be the core methodology for training adults. Adults learn and retain information more easily if they can relate it to their reservoir of past experiences. 3. Adults are aware of specific learning needs generated by real-life events such as marriage, divorce, parenting, taking a new job, losing a job, and so on. Adult learners’ needs and interests are the starting points and serve as guideposts for training activities. 4. Adults are competency-based learners, meaning that they want to learn a skill or acquire knowledge that they can apply pragmatically to their immediate circumstances. Life or work-related situations present a more appropriate framework for adult learning than academic or theoretical approaches.
    [Show full text]
  • An Analysis of the Adult Education Curricula Implemented in Turkish Universities
    Universal Journal of Educational Research 4(9): 2011-2023, 2016 http://www.hrpub.org DOI: 10.13189/ujer.2016.040911 An Analysis of the Adult Education Curricula Implemented in Turkish Universities Kıymet Selvi, Betül Baldan, Yaprak Alagöz* Faculty of Education, Anadolu University, Turkey Copyright © 2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 international License. Abstract The aim of the study to examine the has three main pillars on which the analyses were built on. characteristics of the programs conducted by the Continuing The first pillar of this study is to examine adult education Education Centers (CECs), to reveal whether these from equality perspective. Adult education has widely been programs serve for equality, and to identify the institutional regarded as having a responsibility in contributing to social barriers related to the CEC programs against adult education. equality by serving educational opportunities for the women, CECs aim to fulfill the educational needs of adults and/or the elderly, the poor, the handicapped, the minorities who sectors in different fields through the trainings they conduct. were deprived of educational opportunities [1,24]. Along In this study, descriptive research method is adopted. The with the equality perspective, globalization and the notion of data for this study were collected by examining the 1727 knowledge society also attribute special attention and adult education programs through macro analysis, and 83 meaning to adult education. As the knowledge society is adult education curricula stated on the webpages of CECs widely based on scientific knowledge [2], the universities functioning in 57 universities in 2015 were subject to micro has a role in meeting the needs of industrialization and offer analysis.
    [Show full text]
  • Pre-K-Adult Education Public Health Guidance Introduction
    Pre-K-Adult Education Public Health Guidance Introduction This document provides both advisory and compulsory guidance for school reopening that prioritizes returning as many students as possible to in-person learning—safely, following a comprehensive set of health and safety requirements. This guidance includes best practices developed by the American Academy of Pediatrics, U.S. Centers for Disease Control and Prevention (CDC), and other states. 1,2,3 Because COVID-19 is a novel disease, scientific literature is growing rapidly with new information emerging almost every day. Guidance will continue to evolve as the science develops. Official minimal standards for schools are included as part of the Maine Department of Education’s Framework for Returning to Classroom Instruction. No single action or set of actions will completely eliminate the risk of COVID-19 transmission, but taken together, the following health and safety requirements can greatly reduce that risk. It is crucial that schools establish a culture of health and safety that focuses on regularly enforcing these important practices. COVID-19 is primarily spread when people are in relatively close proximity, through respiratory droplets generated through coughing, sneezing, or talking with an infected person. Among the most effective preventive measures—when used consistently and in combination—are masks/face coverings, physical distancing, hand hygiene, and cleaning and disinfecting frequently touched surfaces. Preventing person- to-person transmission, via respiratory droplets, is more important than frequent cleaning and disinfection. 1 As described by the AAP: “Schools are fundamental to child and adolescent development and well-being and provide our children and adolescents with academic instruction, social and emotional skills, safety, reliable nutrition, physical/speech and mental health therapy, and opportunities for physical activity, among other benefits.
    [Show full text]
  • Pacific Grove Adult Education Child Development Center
    Pacific Grove Adult Education Child Development Center Parent Handbook 2020-2021 Welcome to the Pacific Grove Adult Education Child Development Center GENERAL INFORMATION The Pacific Grove Adult Education Child Development Center was developed in conjunction with the Monterey Peninsula Adult Education Consortia to respond to the need for childcare services in the community. Operating on our Adult Education Campus, this program offers a quality childcare program which is designed to meet the needs of the community. We currently serve children from the ages of 18 months to 5 years old. Our staff is dedicated, reliable and most importantly child centered. They encourage the children to explore and create daily. They are always searching for innovative ideas for the children. As well, our staffing ratios meet the California Child Care Licensing standards. In addition, our staff is required by law to undergo a Criminal Reference Check prior to employment. The Childcare Center is open 210 days per year. Days and hours of operation are Monday – Friday, 7:00 a.m. – 6:00 p.m. excluding Holidays, PGUSD Professional Development Days and PGUSD observed non-student days. Due to COVID-19 our summer hours have been adjusted to 7:00 a.m. – 5:00 p.m. through August 5. We resume staying open until 6:00 p.m. on August 6. PHILOSOPHY Our primary objective is to meet the needs of children and their families through the provision of high quality, licensed childcare services. Our program takes into consideration the varying ages and abilities of the children and strives to meet their unique needs within the context of the whole group.
    [Show full text]
  • Career & Continuing Education Brochure
    PASSAIC COUNTY TECHNICAL INSTITUTE Career& Continuing Education Adult Division-Spring 2020 Register Online: www.ssreg.com/passaic IN-PERSON REGISTRATION: January 14, 15, 16, 2020 January 21, 22, 23, 2020 CLASSES BEGIN February 3, 2020 PASSAIC COUNTY TECHNICAL INSTITUTE 45 Reinhardt Road, Wayne, NJ 07470 visit us online at www.pcti.tec.nj.us 1 Cassandra "Sandi" Lazzara, Director Bruce James, Deputy Director Assad R. Akhter, Freeholder John W. Bartlett, Freeholder Theodore O. Best Jr., Freeholder Terry Duffy, Freeholder Pat Lepore, Freeholder PCTI BOARD OF EDUCATION Albert A. Alexander – President Damaris M. Solomon – Vice President Glenn L. Brown – Commissioner Michael Coscia – Commissioner Robert Davis – Commissioner/Interim Executive County Superintendent Mae Remer – Board Secretary ADMINISTRATION Diana C. Lobosco – Chief School Administrator John Maiello – Assistant Superintendent Richard J. Giglio – Business Administrator John DePalma – Director of Adult and Continuing Education YOUR FUTURE BEGINS AT PCTI! Whether you’re 17 or 70, the Adult Division, Career and Continuing Education classes of Passaic County Technical Institute can help you achieve your dreams. You can: Learn a trade Develop a hobby or special interest Upgrade your job skills for your own enjoyment and satisfaction Improve your English language Take an On-line course...250+ courses available each month. Visit www.ed2go.com/pcti DON’T PUT IT OFF ANOTHER MINUTE! There are more than 70 classes for beginners or experienced trades people, for serious hobbyists and “do-it-yourselfers”. The only requirement for registration (unless a prerequisite is stated) is that the student be 17 years of age or older or an out-of-school youth.
    [Show full text]
  • Profiles of the Adult Education Target Population
    PROFILES OF THE ADULT EDUCATION TARGET POPULATION Information from the 2000 Census Revised – December 2005 Prepared for: Prepared by: Division of Adult Education Beth Lasater and Barbara Elliott and Literacy Center for Research in Education Office of Vocational and Adult Education RTI International U.S. Department of Education PO Box 12194 Washington, DC 20202 Research Triangle Park, NC 27709 PROFILES OF THE ADULT EDUCATION TARGET POPULATION Information from the 2000 Census Revised – December 2005* *This document supersedes the original report published in April 2004, which contained an error in the number of individuals in the adult education target population. That number is larger than it should be because it includes individuals aged 16 or older who are still enrolled in school. The figures for total adult population have also changed. These errors have been corrected throughout the revised report. _________________________ RTI International is a trade name of Research Triangle Institute. Table of Contents Page List of Figures................................................................................................................................ iv List of Tables .................................................................................................................................. v Section 1: Overview and National Profiles.................................................................................1-1 Overview of the Program.........................................................................................................1-1
    [Show full text]
  • Journal of Adult Education
    Journal of Adult Education Volume 42, Number 2, 2013 Andragogy and Metagogy: The Evolution of Neologisms Claudette M. Peterson Chris M. Ray Abstract Although the Greek roots of the word pedagogy refer to teaching children, until the second half of the 20th century it was applied to any teaching-learning transaction regardless of the age of the learner. Some educators still use pedagogy in this generic way. A neologism is a newly coined word or phrase that is just emerging into mainstream use, and the educational term andragogy has evolved relating to adult learning. Finally, the term metagogy is introduced as a way to blend aspects of both pedagogy and andragogy in a way that meets the needs of adult learners depending on their needs in a specific educational context. Andragogy and Metagogy: liferated almost haphazardly” (p. v), and he commented The Evolution of Neologisms on “the apparent formlessness of the adult educational enterprise in this country” (pp. v-vi). Knowles went on In the most recent Handbook of Adult and to say “perhaps some of the confusion is semantic” (p. Continuing Education, Laurel Jeris (2010) noted: vi) since there were three meanings for adult education: Newcomers to the field of adult and continuing the process by which adults continue to learn after education are often surprised, perhaps even dis- completing formal schooling, organized activities for mayed, with what may appear to them to be an adults offered by a variety of institutions to accomplish inability of scholars in the field to define terms, specific educational objectives, and a movement or field write straightforward histories of important related to this learning.
    [Show full text]
  • Adult Education Program Overview
    Adult Education Adult Education is a program of academic instruction for adults, including but not limited to, basic reading, writing and mathematics, as well as English as a second language (ESL), high school completion, high school equivalency, and workforce preparation. The program provides adults with low basic skills the opportunity to improve their lives as productive workers, parents, and citizens. While playing a critical role in the attainment of secondary school diplomas and equivalency credentials, the program also aims to assist in the transition to post- secondary education and training through the use of career pathways. Who are Adult Education participants? Adult Education participants may be young mothers, senior citizens, high- school dropouts, high-school graduates without adequate reading, writing or math skills, or immigrants including professionals with degrees in their native country. Nearly 30,000 participants are enrolled in Adult Education programs across the state each year. While adult learners average 30 years of age, each student must be more than 16 years old with education competencies below the level of high school graduates. Eligibility requirements differ by program type. What do Adult Education participants learn? Adult Education instruction is tailored to meet the individual needs of adult learners. Standardized tests identify existing skill levels, appropriate instruction, and academic gains due to instruction. Adult Education provides the following critical services and activities to support adult
    [Show full text]
  • Adult Education Student Handbook
    National Park College Adult Education Program Student Handbook 7/13/2018 2 Adult Education Department Dear Student, Welcome to the National Park College Adult Education Program. We want to congratulate you on your decision to further your education. Our purpose is to assist you in achieving your educational goals. We will help develop your individualized educational plan, provide you with knowledgeable instructors and provide appropriate instructional materials to help you reach your goals. Our Adult Education Program offers day and night classes on the NPC campus, (501) 760-4335, and at our satellite center at 155 E. Grand, (501) 321-2744. Students who are over the age of 18 may attend either center. Sixteen and seventeen-year-old students must attend at the NPC campus. Again, congratulations on your decision to continue your education. Sincerely, Bill Ritter Bill Ritter Director of Adult Education 3 NATIONAL PARK COLLEGE Adult Education Program Student Handbook Table of Contents STUDENT RESPONSIBILITY ................................................................................................... 5 POLICY STATEMENT ............................................................................................................... 5 MISSION OF ADULT EDUCATION......................................................................................... 6 ADULT EDUCATION PHILOSOPHY ...................................................................................... 6 STATEMENT OF PURPOSE ....................................................................................................
    [Show full text]