Building a Graduate Professional Culture: A Case for Student Involvement in Developing and Sustaining an Adult Education Graduate Program.

Autor/inn/en	Crew, Edith; Lewis, John L.
Titel	Building a Graduate Professional Culture: A Case for Student Involvement in Developing and Sustaining an Adult Education Graduate Program.
Quelle	(1990), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Educators; Advocacy; Case Studies; Graduate Study; Higher Education; Program Descriptions; Program Development; Student Organizations; Student Participation; Voluntary Agencies + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Sozialanwaltschaft; Case study; Fallstudie; Case Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programmplanung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	A proposed approach to the generation of a graduate professional culture is grounded in the planned, systematic involvement of students in developing and sustaining a graduate adult education program. The approach has a conceptual basis in the works of Jahns and Urbano (1986), who presented a framework of developmental stages toward completion of a doctoral degree, and reflects the work of Brunner et al. (1959), who affirmed the efficacy of voluntary associations as adult education in action. A case in point is the Adult Education Colloquium (AEC) at Florida State University (FSU). Since its beginnings in the late 1960s, the AEC has served as a participant learning structure for adult education graduate students. It enjoys a status as both an AEC and adult education club and serves its original purposes of being an academic experience and social outlet. With the reduction of the FSU adult education faculty, the AEC has expanded its role to include program advocacy. Especially valuable to AEC members has been the ongoing program development activity. Noteworthy is the proactive stance taken by graduate students concerning the adult education program. Another benefit is the increased opportunity for shared professional development. (Two references and a list of AEC benefits are appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC