The Adult Learner

Knowles, Malcolm S.; Holton, Elwood F.; Swanson, Richard A.

doi:10.4324/9781315816951

Cited by 327 publications

(247 citation statements)

References 0 publications

Supporting

Mentioning

235

Contrasting

Unclassified

Order By: Relevance

“…Including opportunities for students to establish skills in scientific systems thinking, and then to move beyond scientific content to incorporate economic, political, and socio-cultural ideas and ideals has been a key to student success among diverse, adult learners. This observation is consistent with research by Knowles et al (2011) indicating that adults are most motivated by, and learn best from, opportunities for practical application of course content.…”

Section: Lessons Learned and Recommendationssupporting

confidence: 80%

See 1 more Smart Citation

Integrating geoscience into undergraduate education about environment, society, and sustainability using place-based learning: three examples

et al. 2015

View full text Add to dashboard Cite

"Integrating geoscience into undergraduate education about environment, society, and sustainability using place-based learning: Three examples" (2015). Papers in the Earth and Atmospheric Sciences. 441. http://digitalcommons.unl.edu/geosciencefacpub/441 Abstract From water to energy, and from climate change to natural hazards, the geosciences (marine, Earth, and atmospheric science) have an important role to play in addressing a wide range of societal issues, with particular relevance to how humans can live sustainably on Earth. Although arguably important to developing solutions for many societal issues, more often than not, students have limited exposure to the geosciences in high school or college. To address this geoscience literacy problem, the Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) Talent Expansion Center has engaged members of the geoscience community and their colleagues in allied disciplines to implement and support strategies to teach geoscience in the context of societal issues and vice versa. Place-based learning is a particularly useful educational practice in helping link geoscience concepts to societal issues and other disciplines. The three examples from three distinctly different institutions of higher education-University of Utah, Metropolitan State University, and West Chester University-demonstrate the use of place-based educational strategies to connect the geosciences to societal challenges. Each of these courses uses variations of place-based pedagogy to provide students from a variety of disciplines the opportunity to learn about geoscience concepts in the context of environmental challenges in their own area. Each example describes the course in the context of its institutional setting, student audience, type of course, and learning outcomes; the geoscience-related societal challenges addressed, a description of pedagogical strategies, basic assessment information, and reflections on lessons learned and recommendations. These three examples illustrate that local places-on-campus, the surrounding community, and regional landscapes-provide a plethora of opportunities for students to apply their classroom knowledge to real-world issues. The extent to which an instructor will take advantage of the place-based opportunities is only limited by the imagination of the instructor(s) and the extent to which they want to use these pedagogies to achieve their learning objectives. Teaching geoscience in the context of societal issues using place-based educational practices illuminate the process of geoscience and build interdisciplinary problem-solving skills that connect geoscience to economic, societal, and policy issues related to a range of issues. Students think critically, ask critical questions, reflect and act on viable alternatives, and acquire knowledge, skills, and training so they can make a real difference in the world.

show abstract

Section: Lessons Learned and Recommendationssupporting

confidence: 80%

“…The place-based emphasis is pedagogically strategic in another way: Both the instructor's reflective practice and research on non-traditional learners (e.g., Knowles et al 2011) establish that adult learners, to a greater degree than traditional-aged students, need to see immediate applicability of their course work.…”

Section: Overview and Examples Of Pedagogymentioning

confidence: 99%

Integrating geoscience into undergraduate education about environment, society, and sustainability using place-based learning: three examples

et al. 2015

View full text Add to dashboard Cite

show abstract

“…11,12 Components included an introductory session, a patient storytelling activity and a reflection session at the end of the rotation.…”

Section: Program Descriptionmentioning

confidence: 99%

Tell Me Your Story: A Pilot Narrative Medicine Curriculum During the Medicine Clerkship

Chretien

Swenson

Yoon³

et al. 2015

J GEN INTERN MED

View full text Add to dashboard Cite

“…This approach incorporated Knowles' first and sixth principles focused on the need to know and learner motivation. 22 The data also provided a benchmark and presented the opportunity to outline a process of moving through developmental stages related to intercultural competence, 23 a key factor in establishing a readiness to learn. 24 At the team/group level, DICE staff developed a program called the Diversity Learning Collaborative (DLC) to provide an educational opportunity for staff that is centered on diversity and inclusion in museums.…”

Section: Shifting To Inclusivity: Examples From Multiple Systems Levelsmentioning

confidence: 99%

“…25 Much of the discourse in the DLC revolves around diversity and inclusion concepts that staff participants have experienced in their work. 26 Now in its fifth cohort, over 100 staff from 25 different program areas, representing 5 historic sites and museums in the MNHS network have participated in the program. Anecdotal evidence suggests that many staff participants have applied the learning from the DLC to their work.…”

Section: Shifting To Inclusivity: Examples From Multiple Systems Levelsmentioning

confidence: 99%

From Systemic Exclusion to Systemic Inclusion: A Critical Look at Museums

Taylor¹

2017

Journal of Museum Education

View full text Add to dashboard Cite

The Adult Learner

Cited by 327 publications

References 0 publications

Integrating geoscience into undergraduate education about environment, society, and sustainability using place-based learning: three examples

Integrating geoscience into undergraduate education about environment, society, and sustainability using place-based learning: three examples

Tell Me Your Story: A Pilot Narrative Medicine Curriculum During the Medicine Clerkship

From Systemic Exclusion to Systemic Inclusion: A Critical Look at Museums

Contact Info

Product

Resources

About