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Visions and Revisions. Annual Alliance/ACE Conference (16Th, St. Pete Beach, Florida, October 3-5, 1996) DOCUMENT RESUME ED 402 511 CE 073 211 TITLE Visions and Revisions. Annual Alliance/ACE Conference (16th, St. Pete Beach, Florida, October 3-5, 1996). INSTITUTION Alliance, an Association for Alternative Degree Programs.; American Council on Education, Washington, D.C. PUB DATE Oct 96 NOTE 235p.; For the 1995 proceedings, see CE 073 210. PUB TYPE Collected Works Conference Proceedings (021) Reports Research/Technical (143) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Adjunct Faculty; *Adult Education; *Adult Learning; Adult Students; Conference Proceedings; *Cultural Pluralism; *Distance Education; *Higher Education; Intergenerational Programs; Multicultural Education; Part Time Faculty; Personnel Management; Program Development; Racial Discrimination; Racial Relations; School Holding Power; Sex Differences; Sex Fairness; Student Recruitment; Teaching Methods ABSTRACT These proceedings consist of 20 presentations made during 5 sessions at a conference dealing with alternative degree programs for adults. The following papers are included: "Narrative Reasoning as Assessment" (Richard M. Ashbrook); "Political and Administrative Issues in Developing a Distance Learning Based Program" (Margaret Foss, Conni R. Huber); "Diversity and Access: Focus Groups as Sources of Information for Addressing Recruitment and Retention of Adult Diverse Students" (Judith Gerardi, Beverly Smirni); "Seizing Learning Opportunities: Embracing a Collaborative Process" (Randee Lipson Lawrence, Craig A. Mealman); "Modeling Inquiry: How Do We Understand Theory?" (Carla R. Payne); "Peering into Cyberspace: An Examination of the Issues Facing Faculty and Adult Learners Entering the Realm of Distance Learning" (Elene Kent, Mary Ellen Shaughnessy); "A Panel Discussion on Intergenerational Learning: The PEL-ASPEC (Program for Experience Learners-Academy of Senior Professionals at Eckerd College) Project at Eckerd College" (Leo L. Nussbaum, James J. Annarelli); "A Performance Management System for Adjunct Faculty: Selection, Orientation, Development, and Evaluation" (Cindy Scarlett, Sandie Turner); "Dialogue: A Skill for Praxis" (John W. Willets, Carol Ann Franklin); "Academic Excellence through Part-Time Faculty" (Fredric Zook, Frederick Romero); "Learning to Learn Workshops for Adult Students: Pathways to Discovery" (Lillian Barden, Deborah Cash); "Eliminating Racism and Teaching Tolerance in Our Adult Education Classes" (Angela Clark-Louque, Carol Ann Franklin); "Gender-Based Learning Characteristics of Adult Business Students at a Liberal Arts College" (Steven L. Sizoo et al.); "What Is Adult Higher Education Doing to the Political Environment?" (Robert H. McKenzie); "So What Makes a Good Independent Study Course?" (Andrew J. Carlson); "Adult Learners and Liberation Today" (Michael Hoy); "Degree Completion Advising Model--A Case of Montreat College" (Ken D. Lakin, Isaac Owolabi); "Multicultural Education: Visions from the Past, Actions for the Future" (Irene Rivera de Royston); "Part One of an Outcomes Study: Implications for Management Education" (Carolyn C. Shadle etal.); and "Teaching Online: Design Issues and the Creation of an Asynchronous Learning Environment" (Danney Ursery).(YLB) I ir - 1 .# . a a A A .10 . .. .t , A , II I I 1 I II U.S. DEPARTMENT OF EDUCATION Officef Educational Research and Improvement "PERMISSION TO REPRODUCE THIS ED CATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. e Points of view or opinions stated in this docu- ment do not necessarily represent official TO THE EDUCATIONAL RESOURCES OERI position or policy. INFORMATION CENTER (ERIC)." BEST COPY AVAILABLE October 3, 4, 5, 1996 TradeWinds Resort St. Pete Beach, Florida 2 rA THE PROCEEDINGS for THE SIXTEENTH ANNUAL ALLIANCE/ACE CONFERENCE VISIONS AND REVISIONS The Trade Winds Resort St. Pete Beach, Florida October 3-5, 1996 ALLIANCE OFFICERS PLANNING COMMITTEE Daina Mc Gary, President Dana Cozad, Chair Capital University Eckerd College Gary Smith, President-Elect James A. Bell (Jim) Capital University University of South Florida Maureen Lancaster, Past-President Patte Brewer Metropolitan State College of Denver Sinclair Community College Robert Roxby, Treasurer Diane Ferris St. Mary's College of California Eckerd College Kathleen Taylor, Secretary Beverly Firestone St. Mary's College of California DePaul University Beverly Firestone, Director Diane Ganiere DePaul University Mary Baldwin College Patte Brewer, Director Daina McGary Sinclair Community College Capital Uninversity Sandie Turner, Director for Membership Isaac Owolabi Carlow College Montreat College Gene Sullivan American Council on Education Gary Smith Capital University Kent Warren University of Minnesota TABLE OF CONTENTS THURSDAY, OCTOBER 3, 1996 SESSION I: Narrative Reasoning as Assessment Richard M. Ashbrook 1 Political and Administrative Issues in Developing a Distance Learning Based Program Margaret Foss and Conni R. Huber 11 Diversity and Access: Focus Groups as Sources of Information for Addressing Recruitment and Retention of Adult Diverse Students Judith Gerardi and Beverly Smirni 21 Seizing Learning Opportunities: Embracing a Collaborative Process Randee Lipson Lawrence and Craig A. Mealman 29 Modeling Inquiry: How Do We Understand Theory? Carla R. Payne 52 SESSION H: Peering Into Cyberspace: An Examination of the Issues Facing Faculty and Adult Learners Entering the Realm of Distance Learning Elene Kent and Mary Ellen Shaughnessy 63 A Panel Discussion on Intergenerational Learning: The PEL-ASPEC Project at Eckerd College Leo L. Nussbaum and James J. Annarelli 73 A Performance Management System for Adjunct Faculty: Selection, Orientation, Development, and Evaluation Cindy Scarlett and Sandie Turner 83 Dialogue: A Skill for Praxis John W. Willets and Carol Ann Franklin 98 Academic Excellence Through Part-Time Faculty Fredric Zook and Frederick Romero 105 FRIDAY, OCTOBER 4, 1996 SESSION III: Learning to Learn Workshops for Adult Students: Pathways to Discovery Lillian Barden and Deborah Cash 118 Eliminating Racism and Teaching Tolerance in Our Adult Education Classes Angela Clark-Louque and Carol Ann Franklin 127 Gender-Based Learning Characteristics of Adult Business Students at a Liberal Arts College Naveen Malhotra, Steven L. Sizoo, Joseph M.Bearson and Heidi Schaffhauser 137 What is Adult Higher Education Doingto the Political Environment? Robert H. McKenzie 147 SATURDAY, OCTOBER 5, 1996 SESSION IV: So What Makes a Good Independent StudyCourse? Andrew J. Carlson 157 Adult Learners and Liberation Today Michael Hoy 167 SESSION V: Degree Completion Advising Model- A Case of Montreat College Ken D. Lakin and Isaac Owolabi 187 Multicultural Education: Visions from the Past, Actionsfor the Future Irene Rivera de Royston 194 Part One of an Outcomes Study: Implications for ManagementEducation Carolyn C. Shadle, Alan Belasen and Meg Benke 202 Teaching Online: Design Issues and the Creation ofan Asynchronous Learning Environment Danney Ursery 213 L. Noam or um me amNoime les va eat om INau MO Narrative Reasoning as Assessment Richard M. Ashbrook Capital University, Columbus, OH Abstract Since modern educational practice originated after the development of formal science, its theoretical foundations have almost always remained true to positivistic notions of description, prediction and controlthe tenets of scientific reasoning. The influence of formal science on education is apparent in contemporary educational practice. For example, principles of good practice demand the clear description of educational objectives, precise prediction of learning outcomes and consistent control over classroom practice. Nowhere is the reliance on formal science more apparent than in the assessment movement which places a premium on the quantitative measurement of learning outcomes. Despite this reliance on the traditions of formal science, early empirical voices (e.g., John Stuart Mill, William Wundt, William Stern, Henry Murray, Alfred Adler) called for narrative alternatives to scientific reasoningfor instance, ethology, individual psychology, and the ideographic approach. The legacy of these early voices appears in contemporary psychology and elsewhere in variant forms (e.g., life-span development, psycholinguistics, personal construct theory, situated cognition, clinical case study) but social science disciplines generally have been slow to accept the legitimacy of reasoning based on alternatives to formal scientific thinking. Higher education has been no different; 1 alternatives to formal scientific reasoning mostly have been ignored. This paper will explore the application of narrative reasoning in higher education by examining life story. Life story, like narrative, depends upon human experience, yet as there exists no single articulation of life meaning, there hardly can be a consensus among educators as to the proper framework from which life stories are understood. Any reconciliation of frameworks across disciplines faces some troubling obstacles, some of which reflect the peculiar nature of human experience and defy analysis by accepted conceptual tools. For instance, "human experience is not organized according to the same model we have constructed for the material realm" (Polkinghorne, 1988, p. 16). Martin (1986) recognizes the methods of the natural sciences, so prominent since
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