Group 2 March Summary

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Group 2 March Summary

Like the other groups, our group started off the month with the unique adult education programs paper. Rob Christy did background research and editing, while Kristin and Kandace did the bulk of the compilation and writing for that paper. We settled on two very unique programs, Goodwill and the state of Maine’s College Transitional Program. Many people would not think of Goodwill, a retailer, as an adult educator, but in reality the company is a very active and influential adult education organization.  The state of Maine’s College Transitions Program also serves very distinct and timely needs of its residents.

We further examined key adult educators in the important adult education organizations paper. Each group member provided introductory information on key adult education organizations in which they were involved or very familiar. We settled on the Tennessee technology center system and the Coalition of Lifelong Learning Organizations (COLLO). Rob became very interested in the Tennessee technology centers after learning about their existence while researching the Tennessee community college system. Though not a part of the Tennessee community system, the technology centers serve a vital role in training adults and relieving vocational training pressures placed community colleges. Christy found that COLLO really embodied everything we have learned about adult education in this course. It is truly an organization of organizations that strives to promote, improve, and heighten the impact of adult education. Kristin and Kandace conducted background research and served as editors on the paper, while Christy and Rob conducted detailed research and assembled and wrote the paper.

In the last month we have learned a great deal through our investigation of these adult programs and organizations.  Researching so many adult education programs and organizations provides a real sense of just how diverse adult education is, and how while the organizations and missions can be so different, they all have their place and can be very effective.  Finally, adult education organizations tend to be very dynamic, and often change to meet the needs of their communities, regions, and states.

Group 2 replies for March 31 paper and summaries

For the March Summary, here are the summary posts that the group members replied to:

Kristin Walsh - all
Christy Blanch - 1 and 5
Rob Mathews - 1 and 4
Kandace Hoosier -

For the Important Adult Education Organizations papers, here are the posts the group members replied to:

Kristin Walsh - all
Christy Blanch - 4 and 5
Rob Mathews - 4 and 5
Kandace Hoosier -

Important Adult Education Organizations

Important Adult Education Organizations

Group 2

Introduction

Each member of our group has had different experiences with adult education which follows what we have learned in this class. Adult education is defined by your position and what experiences one has endured (Merriam & Brockett, 2007). All of the members of our group are in different stages of their careers and their involvement in different types of adult education.

Rob has worked with First Choice for Women of Muncie, The Muncie Innovation Connector, the Indiana Small Business Development Centers, and various corporations. He became interested in the Tennessee technology center system after doing some research on the Tennessee community college system. Christy has worked as a volunteer at the Indiana State Museum for several years with her family and worked teaching in prison. While there, she worked with several local groups to help the prisoners to get more educational materials to enhance their learning. Recently, since working with the Massive, open, online course (MOOC) she is developing, she became interesting in promoting lifelong learning and researched The Coalition of Lifelong Learning Organizations (COLLO). Kandance meanwhile has worked with both AmeriCorps and with the Big Bend Goodwill Services. AmeriCorps is a service learning program and Goodwill is a program to help unemployed people find jobs. Kandace is also interested in how Ivy Tech Community College offers free technology workshops for faculty, staff, and adjunct instructors. Kristin has worked with many programs, specifically ones that are in communities. She is involved with alumni committees, and the Girl Scouts. Through this class, she found the Maine College Transitions Initiative and has been very interested in that program because of knowing so many people who are non-traditional students.  For this paper we will go into detail about the Tennessee Technology Centers and COLLO.

Tennessee Technology Centers

The Tennessee technology center system is a part of the state of Tennessee’s post-secondary education system, which includes the state’s 13 community colleges, seven universities, and the University of Tennessee, as well as the state’s 27 technology centers. Under the direction of the governor and Tennessee Board of Regents, the Tennessee Higher Education Commission is the governing body for the entire Tennessee post-secondary education system (“The public agenda for Tennessee higher education 2010-2015”, n.d). Of the 27 technology centers, 26 are free-standing institutions (“Tennessee Technology Centers”, n.d.). Participation rates vary widely, with under 400 students enrolled at Jacksboro to over 6,000 at Murfreesboro (“The public agenda for Tennessee higher education 2010-2015”, n.d.).

The Tennessee technology center system was started by legislation enacted by the Tennessee General Assembly in 1963. The system was originally labeled area vocational technical schools, managed by the State Board of Education, and was more secondary in setting, but the state of Tennessee transferred control of the area vocational technical schools to the Tennessee Board of Regents and Tennessee Higher Education Commission in 1983 (“TTC history”, n.d.). This initiated the transfer of the role of the centers from the secondary to post-secondary habitat, though it was not until 1993 that they were renamed as technology centers. This radically advanced and changed the role of these centers to mostly adult-oriented in nature (Hoops, 2010).

These technology centers are primarily funded (68%) by the state (“The public agenda for Tennessee higher education 2010-2015”, n.d.), and they are highly coordinated through the Vice Chancellor of the Tennessee Board of Regents and central office staff. This assures consistency and quality among the institutions, while also giving the technology center system its own unique identity under the Tennessee Higher Education Commission (Hoops, 2010). The centers collectively employ 818 people and offer certificates in over 50 unique technical fields. The centers served nearly 32,000 students in 2011. The majority (88%) of students enrolled in the technology centers are locals. The technology centers received $54 million in state funding fiscal year 2011-2012 (“The public agenda for Tennessee higher education 2010-2015”, n.d.).

These programs are a healthy balance of cohort and Montessori style, typically running 20 months.  Students develop strong relationships with their instructor and cohorts, as they work with them in a highly structured academic lab setting, usually around 20 hours per week. The programs offered by the technology centers are different than traditional community college vocational programs in that they are based on working “lab” hours instead of credit hours (Hoops, 2010). For example, the Automotive Technology Program at the Tennessee Technology Center at Athens requires 2,160 “clock” hours. That particular program is broken down into five terms, each with specific skill-building objectives. (“Automotive technology”, n.d.). Any necessary remediation is handled seamlessly with lab instruction. Even though the programs are somewhat cohort-based, new students can enter these programs at any time during the 20-month period. The more senior students become leaders in the lab, assisting the instructor with less advanced students. The groups are typically limited to 20 participants per instructor, and the programs are relatively low cost to the participants (Hoops, 2010). Using the previously mentioned Athens Technology Center’s Automotive Technology Program as an example, the cost for the program is just $7,800 all-inclusive (“Automotive technology”, n.d.). When one considers the potential return on investment, this can be very attractive to potential students.

The Full-Time-Equivalent (FTE) salary for Tennessee technology center faculty members is $36,720, suggesting most faculty members are likely adjuncts. Given the vocational and technical nature of these programs, this is not overly surprising. Each center has its own director, and funds are appropriated from the state as one line item for the entire technology center system (“Tennessee Higher Education Commission”, n.d.a).

Roles and Responsibilities

The role of the Tennessee technology center system is rather well defined. According to Hoops (2010) and the Tennessee Higher Education Commission (n.d.), the technology centers are to be premier provider of adult workforce development in the state of Tennessee. These centers provide much needed workers in highly skilled trades, and give residents the opportunity to earn a good wage. In essence, the role of the technology centers is to prepare local residents for employment.

Impact

            The Tennessee technology center program has been recognized regularly for its impact in adult education and the Tennessee economy and workforce supply. According to the Gonzalez (2012) of the Chronicle and Hoops (2010) of Complete College America, the Tennessee technology center system is a national model for adult and higher education.

            The data support this recognition. The statewide system achieves 75% graduation and 81% job placement rates (Gonzalez, 2012; Hoops, 2010). In the previously mentioned example, the Automotive Technology Program at the Tennessee Technology Center at Athens had amazing results, with 94% completion and 93% placement in 2012 (“Automotive technology”, n.d.).

            Finally, the Tennessee Higher Education Commission recognizes the impact of the technology centers, and lists further fostering the success of them among its most salient goals in the Public Agenda for Tennessee Higher Education 2010-2015 (“The public agenda for Tennessee higher education 2010-2015”, n.d.). The Commission has asserted one of its greatest objectives is to increase the offering, efficiency, quality, and total certificates of these centers in order to continue to meet the labor gap.

Implications

            The Tennessee technology center is a model that can empower other states to institutionalize and segregate adult vocational training from community colleges. Given community colleges have largely been pulled away from this mission because of the need for remediation and a less expensive alternative to four-year state institutions for associates degrees and general education, isolating this unique education form has proven to be very efficient and effective.

The Coalition of Lifelong Learning Organizations

            The Coalition of Lifelong Learning Organizations (COLLO) was established in 1973 for groups to join that share a common interest in the area of lifelong learning (“About COLLO”, n.d.). By bringing people together as members, cooperation is fostered and a network has been created that make lifelong learning a priority in educational matters. COLLO has a very active role in the promotion of lifelong learning and gives several awards to those who contributions have helped the cause. COLLO believes that lifelong learning is a must and they accomplish goals by bringing groups together instead of taking on issues alone.

Roles and Responsibilities

            The purpose of COLLO is to developing, maintain, and improve lifelong learning education (“About COLLO”, n.d.). This is an area where information must be shared and resources must be announced. The role of COLLO is to facilitate this information exchange and help to plan events that will help in the areas of lifelong learning. They feel it is their responsibility to provide lifelong learning for all people and that all adults should have equal access to learning opportunities.

            COLLO also carries the burden of educating the public on matters of adult education and lifelong learning (“About COLLO”, n.d.). By showing the value and importance of learning, they serve as an advocate for the members of the group. They also work with other groups to achieve their goals, as it is not about who gets credit, but getting education to all adults that want it. And also explaining to those who do not want more education, why it will benefit their lives.

Impact

            COLLO has made a big impact on the world of adult education (“Success Stories”, n.d.). By working with groups such as the Joint Commission of Community Colleges, they helped to assist in the Tech Prep legislation to help community colleges. They have worked with the National Coalition for Literacy to strengthen the continuum of adult education.  Working with several groups, COLLO created grassroots networks to fight against the elimination of 14 literacy programs around the country. All of the programs were saved and received an increase in funds from the federal government.

            Working as advocates for different areas, members of COLLO helped to pass many acts in the legislature (“Success Stories”, n.d.). These include the passage or the reauthorization of the Adult Education Act, the Higher Education Act, the Vocational Education Act, and the Homeless Assistance Act. These are very important acts that have a huge impact on the field of adult education. Without the assistance of COLLO, many of these acts would have not be passed or reauthorized.

            By having members from organizations such as The American Association for Adult & Continuing Education, the American Council on Education, the Association for Continuing Higher Education, the Council on Adult and Experiential Learning, the American Distance Education Consortium, and numerous groups in various locales, the impact that COLLO has had and is still having on the field of adult learning is immense (“Member Organizations”, n.d.). 

Implications

            By bringing different areas of adult education together, COLLO is making a difference in the field of adult education. As we have learned, the field of adult education is so vast and encompasses so many different areas and types of learning and teaching, it tends to become fragmented. This works against the field as a whole and is not good for anyone. This organization may be the catalyst behind a real organization of adult education which gives great hope for the field. It shows how by working together, we all can make a greater difference.

Table 1: Summary of Important Adult Education Organizations

	Tennessee Technology Centers	COLLO
Year Founded	1963 as secondary-based institutions, 1984 as post-secondary, adult-based centers	1973 was when it was formally established
Mission & Goals	Premier provider of workforce development in Tennessee	To promote social welfare by developing, maintaining, and improving lifelong learning.
Roles & Responsibilities	Provide efficient training to allow residents access to jobs requiring technical skills. To provide skilled laborers to bridge the labor gap.	Exchange information, build cooperation, review adult education programs, promote best practices
Other Important Information	Includes 27 technology centers. Served over 31,000 students in 2011-2012.	Makes goals possible that individual organizations cannot alone
Impact	Recognized as a national model. High completion (75%) and placement (81%) rates.	Worked with groups to create Tech Prep, creates grassroots organizations to save literacy programs, build adult learning archives, helped in passing the Adult Education Act
Implications	Serves as a national model that can help ease the burden of community colleges being forced to deviate from vocational training initiatives.	They represent schools, learners, leaders, etc. to enhance the field of lifelong learning by fostering cooperation and coordinating efforts

References

Gonzalez, J. (2012, July 30). Less choice, more structure for students in a Tennessee system, it works. Chronicle of Higher Education. Retrieved from http://chronicle.com/ article/Less-Choice-More-Structure/133193/

Hoops, J. (2010, June). A working model for student success: The Tennessee technology centers. Retrieved from http://www.completecollege.org/resources_and_reports/

Merriam, S. B., and Brockett, R. G. (2007). The profession and practice of adult education. San Francisco, CA: Jossey Bass.

Tennessee Board of Regents. (n.d.). Tennessee Technology Centers. Retrieved from http://www.tbr.edu/schools/default.aspx?id=2654

Tennessee Higher Education Commission. (n.d.). 2011-2012 Tennessee Higher Education Fact Book. Retrieved from http://www.state.tn.us/thec/Index/News/ News.html

Tennesse Higher Education Commission. (n.d.). The public agenda for Tennessee higher education 2010-2015. Retrieved from http://tn.gov/thec/Divisions/PPR/ planning/master_plan.html

Tennessee Technology Center at Athens. (n.d.). Automotive technology. Retrieved from http://www.ttcathens.edu/full-time-programs/automotive-technology

Tennessee Technology Center at Dickson (n.d.). TTC history. Retrieved from http://www.ttcdickson.edu/ttc-history

The Coalition of Lifelong Learning. (n.d.). About COLLO. Retrieved from http://www.thecollo.org/aboutus.php#statements

The Coalition of Lifelong Learning. (n.d.). Member Organizations. Retrieved from http://www.thecollo.org/rolodex.php#officers

The Coalition of Lifelong Learning. (n.d.). Success stories. Retrieved from http://www.thecollo.org/stories.php#1

I commented on groups 1 and 3 on the first paper.
Rob

I commented on groups 3 and 4 on the second paper.
Rob

Blog Posts

I commented on every other blog for the Unique Programs assignment and the Adult Educator assignment. 

Kristin Walsh

Blanch posts

I commented on group 1 and 5 for the Unique Adult Education Programs papers.

Thanks!

Unique Adult Education Programs - Group 2

Background

        Goodwill was founded in Boston, Massachusetts in 1902 by the Reverend Edgar Helms. Reverend Edgar Helms was a Methodist preacher who was determined to help the impoverished residents of Boston. He collected used household goods and clothing from families that were well off in the Boston area and in turn had members of the impoverished area repair those goods. Upon repairing the goods, the goods were resold or given to the workers who mended the goods. The workers were trained on how to care and repair the damaged or gently used goods and the Goodwill family was born. In 1910, the non-for-profit organization was incorporated but the organization did not become Goodwill until years later.

       Today Goodwill International is a multi-billion dollar non-profit organization that serves the needs of families with physical, economics, or social barriers all across the world. The work of Reverend Edgar Helms has vastly outgrown the Boston area and the agency is now housed in 24 different countries with multiple regions and is looking to expand to others. Goodwill has vastly changed since it was origination and has improved the quality of life for millions. It no longer simply provides jobs and industrial training; it provides the members of its community with computer skills, free GED classes, free personal finance preparation, housing, scholarships, childcare, etc.

        Goodwill Big Bend, Inc was founded on June 1, 1965 under the operation of Roland B. Charron. Charron was a retired Air Force Colonel and the perfect person to run the upstart of the new branch. Originally the branch operated under the St. Petersburg, FL Goodwill Industries Suncoast region. This meant that any collections that were collected that needed repair where sent to St. Petersburg’s workshop. When the first Goodwill Big Bend store was officially opened it only employed six people. A few years later Goodwill Big Bend had a solid foundation and became its own region by opening the Perry, FL store. In 1989, Goodwill Big Bend opened its doors to its first apartment complex that provides safe and efficient housing to members of the Tallahassee community with disabilities. In 2001, Goodwill Big Bend’s Mabry Career Training Center provided its first computer training course to the community. Since then Goodwill Industries Big Bend, Inc. has opened countless more stores, provide countless hours of trainings, has over 270 apartments that it manages, and maintains its 501(c) 3 non-for-profit status.

Educational Purpose

       The mission of the regional Goodwill Big Bend is “to provide job training, education, and employment to people with disabilities and other barriers to employment, helping them to reach their fullest potential in supporting themselves and their families,” (Goodwill Industries Big Bend Inc., 2001).  Currently, Goodwill Big Bend provides multiple services to the members of its community. Goodwill Big Bend provides child care services job placement services, resume writing, interview workshops, Ticket-to-work, computer courses, finance workshops, business smart courses, etc.

Educational Perceptive- “A hand up not a hand-out”

         Goodwill Industries- Big Bend Inc. exemplifies four of the five major progressive principle of adult education.  They provide their clients and members of the community with a broader view of education that exceeds that of the liberal view. Even though it is not an institution of higher education, Goodwill still provides education services that aid and contribute to broadening the knowledge and skills of community members and employees. With some of the programs and services Goodwill offers, it focuses on the needs on the learners and their past experiences to assist in developing and expanding on skills and concepts. When a retired school secretary comes in the doors of a Goodwill looking to learn how to use a computer, Goodwill develops her individual case plan based off the skills she would already have like typing on a type-writer.

        It is Goodwill’s motto that the agency is a “hand up and not a hand out.”  It is a goal of Goodwill Big Bend to allow students to flourish through their individualized case programs. At Goodwill, community members are not lecture on the content that is to be learned, but are exposed to teachers that are there to facilitate their learning experience. Much of the learning that occurs at Goodwill is self-directed. This means that the community member that wishes to take-part of Goodwill services must be willing to do their part to learn and retain the content, skill, or knowledge. Goodwill knows that for some that this is a very difficult task to do, so for special case loads a job coach or an assistant is assigned to that individual to ensure the best possible learning situation.

            At Goodwill, its services are a means for social action and social change. As technology and the job market changes, the members of the community must be equipment to meet those changes. Despite social, economic, and physical barriers members of the community are learning to transition with the changes of society through the adult education services Goodwill is providing.

Learners

       All members of all walks of life utilize the services of Goodwill. At the Goodwill Industries Big Bend Mabry location many of the participants are displaced workers, under-employed workers, single-parents, and advanced in age worker. Some of the participants have physical disabilities, learning disabilities, some are convicted felons, many are on federal assistance like SSI and SSDI, a few have college degrees, while others seek services for GED. The ages range from participants varies.

Implication: What we can learn from this organization

      Working with this organization has been a lifelong learning experience. This organization is very rooted in its community and has only the best interest for the members of its communities. This organization shows how adult education can occur in all individuals regardless of race, creed, gender, age, or ability. Every person has some form of ability and what one does with their ability determines their success in life. The programs offered are provided to the members of the community at little or no cost. The funds generated for the programs are from other member of the community, donations, and federal dollars.

Background

            Past programs that I have been involved in that have a goal of educating adults have focused on development of individuals within their communities. I enjoy being a part of programs where the main goal is for the adults in the organization to empower others through education and support. I have been involved with the alumni committee for a chapter of my sorority as well as the Girl Scouts organization. I feel that these organizations both attempt to make the adults involved better leaders and community members by encouraging the pursuit of service to the community or intended recipients. Community service is very important to me, not only because of the potential educational opportunities for myself, but also because of the chance to help others with challenges in their own lives. Because I do not have much experience with more formal programs geared towards helping adults improve themselves through education, as opposed to self-improvement through community involvement, I chose to research the Maine College Transitions Initiative.

Educational Purpose

This particular program, Maine’s College Transitions Initiative, is a competitive grant program that focuses on assisting adult students with the transition from high school or community colleges to four-year colleges (Ruff, 2011). I found this study to be interesting to me personally because I know many students who have taken the non-traditional route, and I believe it is an important yet difficult transition for some to make.  The Maine Department of Education is in charge of the program and provides funds over $800,000 every year (Ruff, 2011). Approximately 1,300 students enroll in MCT each year at multiple Adult Education program locations across the state (Ruff, 2011).

The MCT program began because much of Maine’s population, 75%, is without a bachelor’s degree (Ruff, 2011). This is an especially large problem because Maine has lost nearly 28,000 jobs over the last decade, and the employment opportunities remaining require a level of education most citizens do not have (Ruff, 2011).  Adults who have lost their jobs use the MCT program to receive assistance in furthering their own education in hopes this will improve their employability (Ruff, 2011).

Educational Perspective

            The program is helpful for individuals who have just received their GED, have recently graduated from high school but do not feel ready for a four-year college, or have been out of the education system for some time (Ruff, 2011). MCT locations offer career planning, assistance in the admissions and financial aid processes when applying to universities, and technology instruction – a large factor in why some adults do not feel ready for university life (Ruff, 2011). For older individuals who have not taken classes in many years or worked in an office, technology can be a difficult obstacle to overcome (Ruff, 2011). The MCT program provides multiple programs to instruct on the topic and incorporates technology into their courses (Ruff, 2011).

Learners

Students involved in MCT programs may be older or younger, recently graduated or out of school for many years, but the one thing they have in common is a lack of understanding or preparation for applying to and attending a university (Ruff, 2011). One student was quoted as saying the MCT program, “gets you ready for this thing you want to do in life,” (Ruff, 2011). Students may be referred to the program by career counselors, teachers, or admissions staff at universities from which they have been denied entry (Ruff, 2011).

Implications

            While surveying the students about their experiences with MCT, the author found that many of them had a very clear direction in which they wanted to pursue their education and career goals and named the career guidance opportunities at MCT as a particularly helpful aspect of the program (Ruff, 2011). The students also reported an increased sense of self-confidence and awareness of the opportunities available to them (Ruff, 2011). I believe these aspects of the program indicate positive growth for this demographic of Maine’s society. Maine has likely seen an increase in the number of qualified individuals applying for employment around the state, and a higher percentage of bachelor’s degrees among its citizens. I believe these results implicate a positive future for the state of Maine because so many of its citizens are finding themselves happier, more self-confident, and employed.  The fact that MCT focuses so much on survival skills in addition to academic courses is, I believe, a big part of why their students are so successful. Many of the programs cost little to nothing for the students as they are funded by the state and public grants (Ruff, 2011).

Table 1. Summary of Unique Adult Education Programs
	Program 1: Goodwill Big Bend	Program 2: Maine College Transition Program
Locations	International location; regional- Goodwill Big Bend	Across the state of Maine
Educational purposes	To provide educational service and trainings skills to adult with physical, social, and economic barriers.	To help adult students in need of further education make the transition from community college to a four-year university.
Educational perspectives	“A hand up is not a hand out!”	The MCT program supports the educational goals of adults across the state.
Learners	All ages and all walks of life that are displaced workers, under-employed, convicted felons, have a disability, etc.	Adults without the necessary education to become employed within the state of Maine.
How was the program organized	In 1902 by a Methodist minister who wanted to improve the quality of life of others.	By individuals looking to improve employment rates for former factory workers.
Implications	Adult education can occur in all individuals regardless of race, creed, gender, age, or ability. Every person has some form of ability and what one does with their ability determines their success in life.	Over 1,300 students receive education through this program every year. This program helps students further their careers and find meaningful employment outside of the factory industry. This will, I believe, help the state continue to prosper as more of its citizens become happier, employed, educated individuals.

References

Goodwillbigbend.com

Ruff, L. A. (2011). Successful Transitions to Higher Education: A look at Maine's College Transitions Initiative. Adult Basic Education & Literacy Journal, 5(3), 182-185.