Catherine Marienau

• DePaul University

Sur la facilitation de l’apprentissage chez les adultes, les conceptions de base du fonctionnement du cerveau qu’il conviendrait de garder à l’esprit…. Je trouve que leur présentation est assez séduisante et illustrative non sur un plan anatomique pure mais sur les caractéristiques de son fonctionnement naturel dont il faut tenir compte pour optimi...

This chapter describes how adult learners in competency-based degree programs learn to reflect actively on their learning and performance. Vignettes of adult learners portray what they perceive as the benefits of reflective practice for their personal and professional lives. The author, an adult educator, shares her experience facilitating reflecti...

Because competency-based education (CBE) programs ask students to demonstrate what they know and can do and because CBE students often work at their own pace, competence-based learners need to be able to articulate and to manage their own learning. Drawing upon our research and experience developing, teaching in and consulting to competency-based p...

Students' formation of meaningful learning through community based activities varies with the nature and quality of reflective skills they develop and apply.

Complex choices may confront educators in designing community based learning opportunities for adults; decisions will be influenced by their perspectives on teaching and learning.

Adults' engagement in community based learning offers new perspectives on persistent issues, future research questions, and priorities for action—leading toward deepened commitment to civic engagement.

Drawing largely on the literature from adult learning and development, this article presents parents as continuous learners whose critical reflections on their experiences with parenting can be rich fodder for their growth and development. Theories and models are highlighted that may suggest a wider repertoire of approaches for helping professional...

Through self-assessment, students take increasing responsibility for their own learning and move toward more integrated, complex forms of knowledge and ability.

Learning-centered teaching strategies that support women's development are based on connections among ideas about learning, teaching, and development.

Three strands of practice and inquiry—adult learning, women's development, and feminist pedagogy—come together in the context of alternative higher education for adults to help attune learning environments to women's developmental needs.

Linking women's experiences with theories of women's development as course content contributes to women's development.

Involvement and critique from educators in dialogue with researchers is a vital element for achieving clarity about what research will benefit educational policy and practice. With that aim, the American Association for Higher Education (AAHE) Research Forum has been regularly convened at AAHE's annual conference to create a research agenda around...

The authors offer five principles of adult-oriented assessment based on commonly held premises of adult learning, and include examples of good practice in higher education and other sectors.

Experience has been the focus of many approaches to student engagement and active learning. However, how can students make that critical connection between their own experiences and what they are studying? The authors show how student reflection is the key ingredient for transforming experience into meaningful learning.

This qualitative study examined the outcomes of engaging in self-assessment as perceived by students in an experience-based graduate program. Self-assessment is one of the elements of experiential learning that provided the framework for this study. Fifty students in three groups participated in an iterative process of focus group interviews and fo...

Self-assessment is the basis upon which you can build your capacity as an HIM professional. Learn how to take your experiences and turn them into tools that will strengthen and further your career development.

This paper examines the relevance of constructive‐developmental models, particularly Kegan's (1994) recent application and expansion of his earlier theory, to higher education's over‐arching aims for student learning and development. We describe why and how such theories might effectively be used to frame assessments, thus serving the goal of enhan...

Recent work by Ernest Boyer and others has prompted some colleges and universities to reexamine the nature of scholarship among faculty members. Using Boyer's categories of scholarly activity, the authors have developed a framework for scholarly contribution that is currently being implemented by faculty at DePaul University's School for New Learni...

A study was conducted on 42 adults in west central Minnesota to identify emerging patterns of educational barriers, explore the relationships among the barriers, and determine the effect barriers have in influencing the adult learner's participation in education. The study used three anthropological fieldwork techniques: Network analysis using the...

The handbook provides practical guidelines for approaching and carrying out an individual program at the University Without Walls (UWW). Section one gives an overview of UWW, with key affiliations, concepts, and materials, and a look at student participation. Section two contains information on implementing a program: program advisors, faculty advi...