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DOCUMENT RESUME ED 355 347 CE 063 008 TITLE Commission of Professors of Adult Education. Proceedings of the Annual Conference (32nd, Washington, D.C., October 19-21, 1987). INSTITUTION Commission of Professors of Adult Education. PUB DATE Oct 87 NOTE 191p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Adult Education; *Adult Learning; Conference Proceedings; Distance Education; Doctoral Dissertations; *Educational Research; *Ethical Instruction; Ethics; *Graduate Study; Higher Education; Instructional Improvement; Labor Force Development; *Learning Theories; Student Publications; Student Research ABSTRACT These proceedings contain presentations and other materials from a conference that focused on the past, present, and future of graduate study in adult education. They begin with the first General Session, a dialogue consisting of reflections on the genesis of graduate study in adult education in North America by Cyril Houle, Malcolm Knowles, and Burton Kreitlow. The second General Session focuses on international adult education, stressing the importance of understanding other cultures, sharing ideas by networking with adult educators across borders, and internationalizing programs in adult education, in the interest of avoiding parochialism. Task force presentations follow. Four presentations of the instructional improvement task force focus on ethical issues in adult education graduate programs: "Ethical Issues Related to Admissions and Advising in Adult Education Graduate Programs" (Sork); "Ethical Issues in Adult Education Focus: Teaching in Graduate Education" (Caffarella); "Creating Awareness of Ethical Issues within Adult Education Graduate Programs" (Brockett); and "The Ethics of Research and Publications with Students" (Merriam). The faculty development task force reports on "Faculty Development for Mid-Career and Senior Faculty--A Summary" (Caffarella et al.). Three papers focus on self-directed learning: "Considerations for a Future Research Agenda in Self-Directed Learning" (Brockett); "Self-Directed Learning Theory: A Summary" (Long); and "Notes on Technology and Distance Education in the Context of Self-Directed Learning" (Moore). The presentations of the research task force consider research in the practice setting--the collaborative role of researchers and practitioners: "The Research/Practice Conversation" (Ingham); "Developing a Systematic Approach to Analysis" (Apps); and "Research/Practice Conversation: Notes for Discussion" (Marsick). Contributions of the human resource development (HRD) task force under the topic "In Search of an Optimal Introductory Course in HRD" (Gilley et al.) include the presentation "The Beginning Course in Human Resource Development at Sixteen U.S. Universities: A Content Analysis" (Collino et al.) and abstracts of three papers. Papers of the theory building task force are as follows: "Learning as Relating" (Ingham); and "Informal Learning from Experience; A Valuable Prototype for Adult Learning Theory" (Rossing). The proceedings conclude with an annual census listing 472 doctorates conferred in adult education during 1983-1987 as well as 39 unreported from 1981-1982. (YLB) Commission of Professors of Adult Education BEST COPY AV PROCEEDINGS OF THECONFERENCE HELD IN THE32ND YEAR "PERMISSION TO REPRODUCE THIS U S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY Office of Educational Research and improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) )7". This document has teen reproduced as received from the person or organization originating .1 C Minor changes hive been made to improve reproduction quality TO THE EDUC.7,-)NAL RESOURCES Points of rem or opinions stated in this docu- ment do not necessarily represent official INFORMATION CENTER (ERIC).- OFR! position or policy Commission of Professors of Adult Education Proceedings of the 1987 Annual Conference October 19-21, 1987 Washington D. C. The 1987 Annual Conference of the Commission of Professors of Adult Education was held in Washington, D.C., and bore the theme "Graduate Study in Adult Education: Past, Present, and Future." These Proceedings begin with dialogue consisting of reflections on the genesis of graduate study in adult education in Nerth America. This historic interchange among Professors Cyril Houle, Malcolm Knowles, and Burton Kreitlow was ably chaired by Professor Jerold Apps. To young and old professors alike, this dialogue offers fascinating insights into these early developments. The other General Session focused on international adult education stressing the importance of understanding other cultures, sharing ideas by networking with adult educators across borders, and internationalizing programs in adult education, in the interest of avoiding parochialism. Unfortunately, the text of the third general session is not available because of the unexpectedly poor quality of the audio recordings. The decision to tape the general sessions was made in response to the informal nature of the panel presentations, whose members, for the most part, used brief notes. These Proceedings also contain reports submitted by task forces on such topics as ethical issues, faculty development, self- directed learning, research, human resource development, action learning, action science, learning, and adult learning. The Proceedings also contain a list of doctoral dissertations completed during the years 1983 through 1987, along with some 1981 and 1982 dissertations that were not reported previously. The careful, often tedious task of transcribing, proofreading, and editing the tapes was almost overwhelming, and would not have been accomplished without the capable assistance of Dr. Muriel Niemi. Grateful acknowledgment is also due to Mr. Sabrin Ismail, who designed the cover, Mr. Guangli Zhang, who did the graphics, and Ms. Suzanne Royer, who typed the manuscript. John A. Niemi Michael Collins Editors 4 TABLE OF CONTENTS Title Presenter Page GENERAL SESSION I Reflections on the 1 Emergence of Graduate Study in Adult Education: A Dialogue GENERAL SESSION II International Adult Edu- 25 cation: Bringing It Home TASK FORCE PRESENTATIONS Instructional Improvement Task Force Ethical Issues in Adult Jovita Ross 47 Education Graduate Programs Ralph Brockett Rosemary Cafarella Sharan Merriam Thomas Sork Ethical Issues Related to Thomas Sork 48 Admissions and Advising in Adult Education Graduate Programs Ethical Issues in Graduate Rosemary Caffarella 49 Education in Adult Education Focus: Teaching in Graduate Education Creating Awareness of Ethical Ralph G. Brockett 51 Issues Within Adult Education Graduate Programs The Ethics of Research and Sharan B. Merriam 52 Publications with Students Faculty Development Task Force Report of Activities Rosemary S. Caffarella 54 Diane Briscoe Robert A. Armour Barbara S. Fuhrmann Jon F. Wergin Faculty Development for Mid- Rosemary S. Caffarella 55 Career and Senior Faculty--A Robert A. Armour Summary Barbara S. Fuhrmann Jon F. Wergin Self-Directed Learning Task Force Considerations for a Future Ralph G. Brockett 57 Research Agenda in Self-Directed Learning Self-Directed Learning Theory: Huey B. Long 59 A Summary Notes on Technology and Distance Michael Moore 64 Education in the Context of Self- Directed Learning Research Task Force Research in the Practice Setting: Roy Ingham 71 The Collaborative Role of Jerold Apps Researchers and Practitioners Victoria Marsick The Research/Practice Conver- Roy Ingham 71 sation Developing a Systematic Jerold Apps 72 Approach to Analysis Research/Practice Conversa- Victoria J. Marsick 82 tion: Notes for Discussion Human Resource Development Task ForceSession I In Search of an Optimal Jerry W. Gilley 87 Introductory Course in HRD Peter Cookson Margarita Pena Gladys Col lino The Beginning Course in Human Gladys Collino 87 Resource Development at SixteenPeter Cookson U.S. Universities: A Content Margarita Pena Analysis Human Resource Development Task Force - Session II Theoretical Issues for Human Nancy Dixon 101 Resource Development Ronald Cervero Victoria Marsick Karen Watkins Theory Building Task Force Different Ways to Conceptualize Arlene Fingeret 112 and Study Learning: What They Roy Ingham Might Do For Theory Peter Jarvis Boyd Rossing Learning as Relating Roy Ingham 112 Informal Learning From Boyd E. Rossing 123 Experience: A Valuable Prototype for Adult Learning Theory ANNUAL CENSUS OF DOCTORATES CONFERRED IN ADULT EDUCATION Doctorates Conferred in Adult Education 136 1982 - 1987 7 GENERAL SESSION Reflections on the Emergence of Graduate Study in Adult Education: A Dialogue Brockett: In 1955, the Commission of Professors of Adult Education was formed as a way to deal with issues relevant to graduate study in adult education.It seems appropriate that we come back periodically to look at graduate study in a very broad way, and that was the reason for choosing the theme for this year. In our program this year, we would like to look back at the past, we would also like to look at the present, and we would like to look at the future as well.In our session this evening, which we will begin shortly, wa will examine the past. We will have a chance to have a dialogue, a very special dialogue, with three individuals who contributed to the development of graduate study in adult education, and to understand some of the perspectives that they will share.In our general session tomorrow afternoon on international adult education, and also in our task forces, we will have a chance to examine the present and