Program Investigation - Revisited

Darcey commented on Indigenous and Spiritual Learning.

Carol Freeman commented on Spiritual Learning and Transformational Learning Program

Program Investigation: Narrative Learning

Carol Freeman, Frances Robinson, Darcey Mitschelen

Ball State University

Roles: Darcey Mitschelen revisited Elkhart Community Schools Adult Education program and prepared a description of the program, its main features, and application. She also reached out to initiated the rework process. She began writing the investigation paper and also wrote the introduction, the application, and started the chart. 

Carol Freeman researched Steward Speakers and prepared a description of the program, its main features, and application. She finished the writing the second half of the investigation, she also wrote the conclusion, included the features we want to apply to our program.  

Introduction

“Narratives are stories” writes Merriam, Cafferella, and Baumgartner in Learning in Adulthood. (2007, p. 207). All of us know stories, hear stories, and create stories. Many of us read stories, write stories, and perform stories. Stories are the fabric of our being and of our lives. We absorb and acquire them while processing the information. We determine through our five senses whether the story’s information is something that gets woven into our own story, gets relegated to the fringes, or gets tossed away. Regardless, we learn through the activity – without even knowing how.

This understanding of narratives and stories is key to two adult education programs and their focus on instruction. Elkhart Community Schools Adult Education and Steward Speakers know that people learn information through stories of all kinds and that in general, it is an easy process in which new information is gathered, organized, and restoried. The purpose of investigating these programs is to identify effective and beneficial main features that are desirable in program development.

Program #1 –Elkhart Community Schools Adult Education

Program Description

Elkhart Community Schools Adult Education (ECSAD) program is located in Elkhart, IN in the north central region of Indiana. Currently, the free program offers classes in seventeen Adult Basic Education (ABE) classes in seven locations across Elkhart and nearby Goshen, Indiana. In addition, thirteen English as a Second Language (ESL) classes are also available for free in four locations in both Elkhart and Goshen.  Morning and evening classes are available at most locations.

The program is available to adults (in general 18 years and older with exception for 17 year old students with extenuating circumstances) who are desiring to earn their High School Equivalency (H.S.E.) diploma, needing remediation for college entrance, improve basic education skills, requiring assistance for employment retention/improvement, or learn/improve English skills. Individual classes are a mix of ethnic backgrounds, economic status, gender and ability. Enrollment is on-going, meaning that as a space in a class becomes open whether though drop-out, withdrawal, or test completion, a new student enters the class and begins studies based on his current academic levels and needs.

Educational purpose of ECSAD is to prepare adult students for academic, professional, and personal success. Evidence of this can be seen in the wide range of assistance that is available. The range includes High School Equivalency (H.S.E.) preparation classes, basic education improvement courses, college/career counseling, job readiness and life skill development, ACCUPLACER preparation, ESL classes with transition to H.S.E. preparation classes, and serving as the regional H.S.E. test site. In addition, within the partnership of the Department of Workforce Development, ECSAD connects students to free short term (12-14 weeks) certification training.

Objectives of the program focus on the entire student’s life through college/career planning that includes instruction in, but not limited to, H.S.E. content, goal setting, career pathway exploration, college search, FAFSA filing, resume development, interview skills, communication skills, and financial budgeting. In addition, students complete portfolio of work ranging from writings to recommendations.

The program is educationally sound and  designed with Indiana licensed teachers:

            8          ESL (English as a Second Language)

            3          Math Specialists

            1          Technology Special

17        ABE (Adult Basic Education)

The teachers are trained and educated to provide appropriate teaching methods including the use of narratives to assist students in the processing of new information, adding it to old, and developing a new story or understanding. Educators report using narratives in their classroom at least once a day- intentionally. Use of narratives include storytelling, case studies, and journaling. Instructors have found the use of journaling to be of great benefit in teaching math. Math students are required to journal about how they feel when they are unsuccessful or successful with a math topic as well as what they have learned. Utilization of the narrative tracks progress, notes struggles, and provides a means to rewrite or expand the students’ experience with math, ultimately developing positive attitudes towards the content.

Social Studies students also explore topics such as the Civil War through utilization of narratives. Initial discussions begin with examining students’ prior knowledge and understanding of the topic. This is accomplished through class conversations, surveys, and writings. Students gain new knowledge through guest speakers, case studies, and reflective writings.  In addition, students participate in group presentations with the purpose of sharing the information learned, gaining insight from feedback from classmates, and demonstrating how the learning effects the students’ future.

ESL educators within the program believe that all students benefit from the use of narratives and that narratives are easy to incorporate into instruction because adult learners understand stories, have prior experience learning from stories, and do not have to be taught a new learning method. This is particularly important to those enrolled in ESL instruction. Often these students are struggling with not just understanding the language, but also the culture, and the customs of the United States.

Main Features

Mullet, Akerson, and Turman (2013, p. 72) share “a reauthored story provides a new, more encompassing framework that fosters trust, curiosity, and healthy relationships – sure signs of secure attachment and learning success.” Deb Weaver, Director of ECSAD, and her staff recognize that students come to the program from a wide variety of circumstances and bring with them their own unique stories that most often provide barriers to success. By providing an avenue for experiencing information in narrative or story form, students ECSAD program have the opportunity to sort through feelings, emotions, and reactions that surround information and create a new understanding. Utilization of stories allows for exploration of topics in safety, encourages personal reflection and growth, and finally, offers strength and courage to move passed barriers.

A main feature in ECSAD narrative philosophy is utilizing curriculum, storytelling, and autobiography methods as key aspects in student learning and discovering meaning. The curriculum method presents content in story form to bring understanding. This method has been successful in teaching science which requires the students to gather information to create a story in order to not only bring understanding, but to interpret the information as well. Storytelling method has been used in social studies content, such economics, where the use of case studies, role-playing, and fiction to encourage problem-solving and perspective has seen positive results. The final method, the autobiography, includes journals, logs, and blogs. This method has been incorporated to strengthen writing skills as well as to explore topics of goal setting, resume development, and interview skills. By providing opportunities for self-expression, students gain insights into how the information shapes their future and what options are available for their next steps.

Another main feature of the ECSAD program focuses on the recognition that stories are processed either by hearing, telling, or recognizing. Traditional classroom style of ECSAD program puts the student in the position of receiving (hearing) the story or information and being responsible for the interpretation of the story. The group discussions and presentations allows the student to give (telling) the story/information to others, adding insight and knowledge to his own story. And finally, reflective writing (recognizing) indicates that the learner understands that he is the current story and that he can write/create his future story,

Combined, ECSAD program offers students access to learning through a variety of experiences, activities, and methods while keeping the overall purpose of the program in sight – To prepare adult students for academic, professional, and personal success.

Program #2 – Steward Speakers

Program Description

Steward Speakers is located in Indianapolis, IN. Their mission is to “Present prominent and credible African-Americans to the greater Indianapolis community and surrounding cities and Midwest states” (Steward, 2013). The learners are a combination of youth, adult learners, as well as the general public.  The purpose of this program is to expose individuals to prominent leaders and role models, who have successful and respected careers. They also arrange for 25% of learners with a socioeconomic disadvantage, an opportunity to attend their speaking events for free or at an extremely discounted price.

Steward Speakers offers an outreach program for four or more area schools with approximately 7,500 students attending their annual activities (Steward, 2013). The program is designed to provide students a real-life positive image, rather than a mediated counterfeit one, of successful African American. They desire to supersede the negativity portrayed on television of the African Americans community.  To achieve this they work with local schools to create a venue of speaking engagements.

Steward Speakers is designed to use a narrative learning method. Their affluent guest speakers utilize story-telling to educate the learners. The lectures “stress to students the importance of staying in school and the advantages of always striving to do their best” (Steward, 2013). Students who have gone through the series have reported back that they are “better equipped to visualize the possibilities of achieving their personal goals” (Steward, 2013).

Main Features

One of the main features of this program is its use of the narrative learning method. Offering students an opportunity to personally engage in story-telling by hearing and speaking to individuals who were once where they are, can be priceless. This gives the learner the hope that their dreams and goals are not in vain but actually achievable.

Steward Speakers are used to enhance the educational experience by providing inspirational and motivational lectures. They also team up with organizations who want to host an encouragement seminar in their community. Another feature of the program is the offering of training courses on Leadership, Entrepreneurship, & Professional Networking.

A third feature of the Steward Speakers program is their use of audio-video recording. Every lecture event is recorded and provided to schools and churches for reference and reuse, as an ongoing educational tool (Steward, 2013). This feature is very beneficial in the sense that some of the national speakers may not be as easily accessible as the local ones. However if there is a particular audience, at a different time, that would benefit from a previous lecture, organizations can always refer back to it.

Steward Speakers customize their lecturers to their various audiences so the speaker and learner can find harmony within the content of the message. Students often want to be reassured that some of a higher statue has, at one time, sat where they are currently sitting. Using Steward Speakers to enhance the learning experience through the use of narratives allows the learner an opportunity to virtually walk through the speaker’s life journey through the use of autobiographies. Memoirs journal real life experiences to measure an individual’s progress through their journey of human development.

Applications

            In any program development, identifying key components necessary to fulfill the purpose and objectives of the program is paramount for success. By exploring other successful programs’ implementation of methods helps in building a strong organizational and educational foundation. Investigating both ECSAD and Steward Speakers use of narrative learning style in their programs has aided in determining four main features that must be included in future program development. The four are:

·       Utilizing journaling to create autobiographies so students can measure their own progress in their life journey.

·       Including well-respected local and national individuals to engage in story-telling as a means of educating the learners.

·        Allowing students an opportunity to sort through feelings, emotions, and reactions that surround information and create a new understanding.

·       Engaging students in group discussion to gain feedback and insight to enhance the narrative learning environment.

Conclusion

An aspect of narrative learning is using strategic storytelling as a means of connecting with the audience. Immersing the learner in real life stories, can empower them to participate in co-constructing the story and reflecting on the experiences of the narrative. This will heighten the level of understanding when implementing narratives in the learning environment.

Elkhart Community Schools Adult Education and Steward Speakers approach the narrative learning method in different ways. The ECSAD program encourages narrative among students to gain knowledge from one another’s life stories. Whereas Steward Speakers utilize local and national leader to educate the learner through autobiographical means. The objectives for both programs center on the successfully educating the students which proves to be effective.

Table 1. Summary of Program Investigation

Main Feature	Elkhart Community School Adult Education	Steward Speakers	Features You May Adapt (check applications)
Feature 1	Remember: Students come with their own unique stories that effect learning.	Students have an opportunity to personally engage in the story-telling process with the lecturer	Utilize journaling to create autobiographies so students can measure their own progress in their life journey
Feature 2	It is important to prepare adult students for success in all areas of life.	Using inspirational and motivational speakers to offer  training courses on Leadership, Entrepreneurship, & Professional Networking	Use well-respected local and national individuals to engage in story-telling as a means of educating our learners
Feature 3	Utilize the three key narrative methods: curriculum, storytelling, and autobiography.	Audio-video recordings of lectures to be used by organizations as an educational resource tool	Allow students an opportunity to sort through feelings, emotions, and reactions that surround information and create a new understanding
Feature 4	Provide opportunities to process narratives by hearing, telling, or recognizing.	Customized lectures so speakers and learners can find harmony within the content of the messages.	Students engage in group discussion to gain feedback and insight to enhance the narrative learning environment

 References

Elkhart Community Schools Adult Education. (n.d.-a). Adult Education [Flyer]. Elkhart, IN.

Elkhart Community Schools Adult Education. (n.d.-b). Community Education [Brochure]. Elkhart,

            IN.

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

Mullett, J. H., Anderson, N. M. K., & Turman, A. (2013). Healing the past through story. Adult Learning, 24(2), 72-78 Doi:10.1177/10451595134778423

Stewart Speakers. (2014). Stewart Speakers Series. Retrieved from http://www.stewardspeakers.org/current-season.html

Carol Freeman commented on Spiritual Learning and Transformational Learning Program Reviews

Darcey..commented on Spiritual and Indigenous learning.

Darcey's Role: I made the initial contacts through phone, text, and email for the program investigation assignment. In addition, I organized the timelines, responsibilities, and the outline. I investigated and wrote on Elkhart Community Schools program and its use of narratives. Narrative-Andragogy programs for the adult learner Program Investigation

Abstract This program investigation studies the use and benefits of narrative, story-telling, and andragogy programs in adult education. This investigation contains a survey of story-telling in the Elkhart Community Schools Adult Education program by Darcey Mitshelen along with narrative interviews from founder and cohorts of Steward Speakers finalized by Frances Robinson. Finally a look at Lindenwood University’s use of andragogy in its Doctor of Education program investigated by Carol Freeman.   Mitshelen,Darcey                                        Robinson,Frances                                             Freeman, Carol EDAC 634 – The Adult as a Learner   October 5, 2014

 Choosing the correct method to educate adults is a crucial step when developing an effective program. Adults learn differently than children inasmuch as having testimonial life experiences that allow them to connect to the material. We have chosen focus on narrative for developing our program. However considering the benefits of using andragogy as a way of allowing the adult to understand why they need to learn content, it would behoove us to at least contemplate the possibility of incorporating both methods. For that reason our program investigation takes into consideration both methods to compare and contrast. We will begin with a Survey on Storytelling by Darcey Mitschelen who spent time within the individual ABE and ESL classes and revealed the use of narratives within the local adult education program.

A very informal survey of twenty-nine educators within the Elkhart Community Schools – Adult Education Program was conducted on Monday, September 29, 2014.  An email with the listed questions below was sent on that date with responses due back on October 1, 2014. The breakdown of the educators is as follows: 

            8          ESL (English as a Second Language)

            3          Math Specialists

            1          Technology Special

            17        ABE (Adult Basic Education)

  The individual classes are a mix of ethnic backgrounds, economic status, gender and ability. The following questionnaire/survey was sent to the educators:

Narratives are stories that aid in the processing of information, adding new information to old and creating a new story or understanding. Keeping that in mind, please respond to the following three questions by Wednesday. October 1, 2014. Thank you.

1.    How often do you use narratives in your classroom?

2.    How do you utilize narratives?

3.    What type of student benefits the most from narratives?

As one can imagine, the answers were as varied as possible, but some apparent conclusions were easy to obtain.

·         All of the educators said that they use narratives in their classroom with more than half indicating that they use them at least once per day - intentionally.

·         Use of narratives included storytelling, case studies, and journaling.

·         Seven of the educators (3 Math Specialists plus 4 ABE Instructors) shared that they use journaling in teaching math as a way to track barriers to students understanding math topics and to assist them in getting beyond the barrier. They also require students to journal about how they feel when they are successful with a previously difficult math topic.

·         History was the main content area that narratives were implemented with twenty-four educators using it to explore topics such as the Civil War.

·         Not one educator indicated that there were any students who cannot or do not benefit from the use of narratives.

Educators communicated that narratives are easy to incorporate into instruction because the adult learners understand stories, what they can learn from a story, and they do not have to be taught a new learning method. The results supported earlier research and are interesting due to the variety of implementation. Results will be shared at the next staff meeting with time given to present information on specific lesson plans and supportive materials. These examples of theory put into practice add to the depth of understanding and the ease of execution.

To further investigate narrative programs, Frances Robinson delved into researching and interviewing professionals from Steward Speakers who utilize the narrative along with identifying possible benefits to adult learners.

  Matthew Steward, President

Founded Steward Speakers in 1986. He believes a form of Narrative Learning is provided through the organization’s series. The speaker’s series allows the community to have an opportunity to engage with African America’s leaders. They provide an educational experience to young people, families, adult learners, and some persons who our less fortunate and normally would not be able to attend this amazing event. Several African American leaders provide the audience a story–telling lecture of their life experience from how they pursued their education, perseverance, or continuous testimonies of hard work to become who they are today.  The most recent African American leaders for the 2013-2014 were the following:

The real-life inspiration behind ABC's hit political thriller series Scandal starring Kerry Washington, Judy Smith is the US's premier crisis management expert. As the founder and president of Smith & Company - a leading strategic and crisis communications firm with offices in Los Angeles and Washington, DC - she uniquely combines her communication skills, media savvy, and legal and political acumen to serve clients around the world.

 Smith honed her skills through her experiences with some of the most historic and sensational events of our time, including the Iran Contra investigation, the prosecution of former DC Mayor Marion Barry, the 1991 Gulf War, the Los Angeles riots, the Supreme Court confirmation hearings of Justice Clarence Thomas, President Clinton's scandal involving Monica Lewinsky, the congressional inquiry of Enron, and the United Nations' and World Health Organization's responses to the SARS epidemic.

Steve Perry and Susan L. Taylor provide effective models for educating students of color. Valuable insights will be shared on how to transform the lives of the poor and minority youth and give them access to college. Perry and Taylor have not only advocated for a call to action but has been effective change agents in advancing minority communities.

 Colin Powell offers his thoughts on domestic and world affairs, leadership and a vision for tomorrow. General Powell served as the first African-American chairman of the Joint Chiefs of Staff and was appointed secretary of state by President George W. Bush—becoming, at that time, the most powerful African-American ever to hold office. A four-star general, Gen. Powell's numerous awards include two Presidential Medals of Freedom and is the author of My American Journey and It Worked For Me (May, 2012), which reveal lessons that shaped his life and career.

Mr. Steward states “Too often it has been left to television and the movies to provide images of the African-American community. Few opportunities exist to experience positive images of African-Americans outside those media wherein the images portrayed are often in a negative context.”

Steward Speaker’s program goals are the following:

·         To enhance the potential of young people and the adult learner by showcasing outstanding role models;

·         To provide individuals personal engagement with leaders who are successful in their respective careers. In doings so, we can begin to pave a way for community members of all backgrounds to envision the possibilities of attaining their personal goals; and

·         To provide educational programs for youth, the adult learner, and the general public.

 The venues for events are currently held at The Madame Walker Theatre Center and Ivy Tech Community College.  The audience is made up of adults, students, professionals, and adult learners from all socio-economic, racial, and ethnic backgrounds. (Stewart Speakers, 2014)

Professor Nicole Kearney of Nicole Kearney Productions, utilizes narrative learning during class teaching and in her play writes. The following was shared by Professor Kearney:

Nicole Kearney , Playwright, Librettist, Producer and Professor plays range from fiction to fiction mixed with interview and other factual material in an attempt to arrive at a deeper truth and authenticity. She continues to evolve her vision for a theater that is relevant to our lives, committed to social change and is viewed as entertainment. She understands this is show business and artistic merits and entertainment can and should co-exist. She has a MFA in Creative Writing from Spalding University.

“I teach writing to adult learners using narrative learning. It is my belief that everyone has a story that informs who they are and where they are in their life. It’s my task to facilitate getting these stories on the page. The initial assignment I give to students is to write an autobiography. This gives me a sense of how they see themselves and where they are in their lives. I also have my students keep journals during the semester. This allows them to see their growth as students, writers and of their lives over a set period of time. It also encourages them to use writing as a method of release and helps improve their writing skills”.

“Narrative learning is a great way to communicate information to students. We learn through examples and stories do this. It allows me to relate to the students and them to me. Narrative learning that is shared provides students to hear a story and recognize themselves in it. They can find ways of applying the story to their situations, make connections and realize they can have a voice”.

The most recent play showing is a hip hop play that finds a trio at the crossroads when they discover that a record label only wants one of them – Supreme, the Emcee. Unknown to him the label plans to pervert his image. Embittered, under contract and estranged from his crew, Supreme unwillingly goes on a journey guided by the messengers and three spirits of hip hop to help him regain his sense of self and return to his hip hop roots (Nicole Kearney, 2014).

Adult learners who are self-directed, self-motivated, and welcome life experience as a resource for learning, are ideal candidates for an andragogical approach. Unlike pedagogy, a method often used in educating children, adults generally appreciate an opportunity to take control of their learning experience rather than simply being told what, when, and how to learn. This however poses the question of when is andragogy beneficial as the preferred learning method? For the final portion of this investigation, Carol Freeman examined the use of andragogy in adult education.

Similar to the narrative learning method, andragogy allows the learner to share life experiences that enhance the learning environment. This method is finding itself present in college and university learning environments. For example the University of British Columbia encourages the use of an andragogical method as an instructional approach in distant education. However for this investigation we will take a look at Lindenwood University in St. Charles, MO.

In 2011 at Lindenwood University’s Conference in Adult, Continuing, Community and Extension Education it was revealed that andragogy was beneficial in nursing education because the profession is recognized as being nurturing and caring. With knowledge that comes with experience, nursing students prefer to be taught by nurse educators. However all nurse educators may not be properly prepared to teach.

Conference literature suggest that nursing educators without formal education in teaching are likely to lean towards a pedagogical approach which tends to be too behavioristic. Because of its profession, the nursing classroom would benefit by taking a humanistic approach to learning. According to the American Association of Colleges of Nursing (2008) and the National Advisory Council on Nurse Education and Practice (NACNEP) (2002), “nurse educators should be teaching with more interactive, student-centered, adult methods” (McKee & Billman, 2011).

John A. Henschke, EdD – Teaching Teachers or Adults

School of Education – Doctor of Education in Instructional Leadership program began being offered in the fall of 2010 and is directed towards degree seeking students who want to apply their knowledge in areas other than K-12. Doctoral students who choose this program generally pursue careers in higher education, business, corporate training, healthcare, executive leadership, military, and human resources. It is an interactive approach based on the idea that adult students are more likely to be motivated when they understand why they need to learn something and then able to apply their own knowledge from experiences.

This 48-credit hour program is designed for working professionals that want to meet the needs of a "growing adult education population". Students usually take two courses in the evening, per term, and conclude with capstone courses designed to help them through the dissertation process. The main features are: Foundational Andragogy Courses, Core Andragogy Courses, and Elective Andragogy Courses. Some of the electives include Research Structures for Adult Learning and Applying Andragogical Principles to Internet Learning which are two features I would like to apply to our program (Lindenwood University, 2014).

Along with stating the benefits of andragogy, to determine the best programming, it is important to note instances where this method may not be ideal. Liz Burge author of Beyond Andragogy (1988) analyzed experiences of Canadian university students from an andragogical viewpoint. She resolved that although most students “generally preferred the andragogical approach, not all students did and therefore no assumption should be made that self-directed is an evident need for adulthood”. She also noted that while life experiences can enhance the learning experience, it can also hinder it for adult who are not self-confident (Bullen, 2003).

The andragogy approach, much like the narrative approach, can be very beneficial in educating adults because they can use experiences to aide in understanding why adult learners need to learn what they are learning. It also allows students to take control of their education and the direction it is going in. However this does not necessarily mean that andragogy should be the only preferred method because although a student may not be self-motivated they still have a story to tell. On the other hand when it comes to distance education, it is evident that adults enrolled are already taking an initiative to learn in a less structured environment and should therefore be given more opportunity to use their internal motives to self-direct their learning approach. Therefore a program designed primarily on narrative learning would benefit from incorporating andragogical activities when deemed appropriate.

The main features of this program	Elkhart Community Schools – Adult Education Program	Steward Speakers		Doctor of Education in Instructional Leadership at Lindenwood University			Features we may want to adapt.
Feature 1	ELS, ABE, Technology and Math Specialist		Personal engagement with African American Leaders		Interactive 48 credit hour program			Using community and national leaders for story-telling lectures
Feature 2	Blend of ethnic backgrounds, socio-economic status, and gender		Story–telling lectures of their own life experiences		Foundational Andragogy Courses			Cater to students from various genders and cultural backgrounds
Feature 3	Math Specialists and ABE Instructors use journaling to track barriers that hinder the student’s understanding of materials		Use of valuable insights to educate adult students of color		Core Andragogy Courses			Use of journaling to track problem areas
Feature 4	All of the Educators in the program use narrative		Events that showcase positive role models		Elective Andragogy Courses			Research Structures for Adult Learning and Applying Andragogical Principles to Internet Learning

References

Bullen, M. (2003). Andragogy and University Distance Education. University of British Columbia, 1-7. Retrieved from http://www2.cstudies.ubc.ca/~bullen/bullen1 .html

Lindenwood University. (2014). School of Education Andragogy. Retrieved from http://www.lindenwood.edu/education/andragogy/

McKee, S. E., & Billman, C. Andragogical Methods Applied to Nursing Education: Adult education for adult students. Retrieved from https://www.lindenwood.edu/mwr2p/docs/McKeeBillman.pdf

Nicole Kearney Productions. (2014). Inaugural 2014-2015 Season of Plays. Retrieved from http://www.nicolekearney.com/

Stewart Speakers. (2014). Stewart Speakers Series. Retrieved from http://www.stewardspeakers.org/current-season.html