In the News Continuing and College Education by yaofenjin


									                               In the News: Continuing and
                               College Education

  CCE Students work
  with Dr. Stan Goto                                                          SPRING 2011
  on a research pro-
  ject p. 2               The CCE newsletter is provided on-line each quarter to bring you in-
  CCE alumni write a
                          formation about the program, to introduce people you should know, to
  grant for the Center    make announcements about upcoming activities, and to keep us all bet-
  for Education and       ter connected. We hope you will contribute news items and articles of
  Sustainable Devel-      interest for future newsletters. The newsletter will be sent to you by
  opment p. 3
                          email each quarter, so we encourage you to send announcements and
  CCE Spring Retreat      articles for the next newsletter to Dr. Sandra Ratcliff Daffron at this
  2011 p. 9               email address:
  TED talk on reform-

                           Program Greetings:
  ing liberal arts edu-
  cation p. 13

                          The CCE program is housed in the Department of Educational
                          Leadership, Woodring College of Education at Western Washington Uni-
                          versity. We are pleased to provide this newsletter to keep you informed
Program           p. 2    about the work and activities of our faculty, our students, and our alumni.
                          We are located on the fourth floor of Miller Hall.
Program Honors p. 4
                             Acting Dean                              CTCT Certificate Director
                             Woodring College of Education            Dr. Stan Goto
                  p. 7
Conferences                  Dr. Michael Henniger

Get Involved      p. 8       EdL Department Chair                     Program Coordinator
                             Dr. Tony Jongejan                        Sherry Haskins
Article           p. 10
                             Director of CCE Program                  CCE Information 360-650-3190
Doctoral Pro-     p. 14      Dr. Sandra Daffron
grams in Adult

                                                       Welcome New CCE Students!
Adult Education   p. 15
                                                    Crystal Allison         Gabe Gossett
                                                    Tasha Chicovsky         Shevell Thibou
PAGE   2

     Program Highlights
             Dr. Sandra Daffron is proud to present her most recent
             publication, Successful Transfer of Learning, co-authored by
             Mary North and written with the assistance of 20 CCE
             students. Click on the icon to the right to find out more.

           Departmental Action Project and WWU’s Diversity Initiative
 Woodring College of Education is committed to increasing student diversity within
 its programs. In order to do this, the college has asked the various departments to
 plan and execute evidence based inquiry projects. Our department (CCE) has
 elected to approach this research project in two different areas. The group, con-
 sisting of Dr. Stan Goto, Marc Ravaris, Mindy Mathis and Olesia Januszewski, is re-
 searching what groups of students are underrepresented in our program. We hope
 to then use this data to target efforts to attract those who are underrepresented, in
 the hope of developing strategies to increase the diversity in the program.

 The second area we are researching is the student /mentor relationship. We have
 designed interview questions that seek to identify promising practices in mentoring
 and advising, specifically ones that benefit underrepresented students. We hope to
 incorporate these practices into the Department of Educational Leadership in order
 to better support underrepresented students. Mentoring has been shown to be
 very effective in retaining and supporting underrepresented students within college

 The group involved in the research grew out of the CCE Graduate Student Adviso-
 ry Committee (GSAC), so for those of you wondering what GSAC does, here is
 one example.

 Written by Marc Ravaris

                IN   THE   NEWS:     CONTIN UING        AND    COLLEGE      EDUCATION

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  Fund Development Class Writes Important Grants
The students and alums of CCE 584 Fund Development, under the direction of co-
instructors, Sandra Daffron and Leza Madsen (WWU Research Librarian), are hoping to
make a world-wide difference with their efforts in writing actual grants this quarter. The
group of 14 CCE students and 16 alums from the CCE program and the Adult Education
program have been studying the art of fund development by partnering with organiza-
tions that are hoping to begin projects with grant monies. The students and alums have
worked in groups of 6 to take the ideas from concepts through to completion of actual
grant proposals by May 31st. Guest speakers for the class have also emphasized a wide
variety of ways to raise funds.

Woodring College of Education is hoping to win one of the grants to form a center, the
Education for Sustainable Development Center. The grant is to fund the Center to advance
the worldwide movement in Education for Sustainable Development by increasing the
knowledge and skills of Teachers, School Administrators, and Teacher Educators. Under
the direction of Professors Lauren McClahan and Victor Nolet, The Center will become
an international leader in education for sustainability. It will provide timely, research-
based professional development services, create opportunities for research and exchange
of ideas among teacher education faculty and will support the worldwide dissemination
of accurate and useful information about best practices in education for sustainable de-

Other groups are writing grants for:

   Amy’s Place to fund educational programs for homeless teens
   Head Start for a family literacy project helping parents develop reading skills in order
   to become their child’s first and best teacher
   A documentary on the school- to- prison pipeline, the issues facing young people in
   prison and their problems when they leave prison through Woodring’s Journal of Ed-
   ucational Controversy
   CEED, Woodring’s center to support activities to increase multicultural education and
   enhancing diversity
   VORE, a software proposal that will use audio production to assist students and pro-
   fessors in incorporating oral homework and examinations into their courses
   Supporting the education and training of 25 teachers in Kosovo on sustainable educa-
   tion, through the Education for Sustainable Development Center
   A large training project for health care professionals in Malaysia, by sending groups of
   health care professionals, specializing in breast cancer, from the US to Malaysia
   through the Education for Sustainable Development Center

Written by Dr. Sandra Daffron

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PAGE   4

 Program Honors                                 Congratulations Winter Graduate!

                                                 Sandra Kimura

 Student Update: Marcia Leister
 Marcia Lester graduated from the Adult Education Master’s program in 2001. She is cur-
 rently working at Bellingham Technical College as an instructor of Basic Academic Skills.
 Marcia writes, ―A recent grad from the CTCT Certificate, Carol Follett, is volunteering and
 substitute teaching in this program currently. Her skills and professionalism are amazing
 and such a support to me and to the work of the program, doing adult education with mar-
 ginalized, at risk adult populations. Carol has a strong sense of social justice which this
 program supports. An appreciation of social justice is so necessary to literacy work.
 Thank you CCE! This program has also allowed Stan Goto to influence and support the
 work I do. Stan made it possible last year to take ABE students to present at 3 different
 conferences. What life changing experiences for these students and myself.‖

     Student Update: Megan Lewis
    Megan Lewis is currently working as the EducationUSA Advising Coordinator for the Advis-
    ing Center hosted by the Institute of International Education (IIE) office for Latin America in
    Mexico City. Megan writes, ―In this position, I manage the largest advising center in Latin
    America, which received 103,000 requests for information last year. We pilot new pro-
    grams, conduct research, and develop information resources here to be shared with the rest
    of the region. I run the IIE Advising Internship Program, assist U.S. university recruitment,
    support local schools, and guide students in gaining admittance and financial aid for U.S.
    study.‖ Megan has presented at the EducationUSA Western Hemisphere Advisers Training
    Program, attended the U.S. Department of State sponsored and The College Board adminis-
    tered U.S. Based Training program and will present on two panels at this year’s NAFSA As-
    sociation of International Educators Conference. Megan writes of a new program, ―We’ve
    recently started a program called Competitive College Club. We have a group of 8 distin-
    guished high school students which we will meet with twice a month to guide them through
    the college application process. The programs lasts 14 months, during which the students
    will complete 100 hours of community service, receive free test preparation classes from
    Princeton Review, participate in a book club, and engage in cultural activities.‖

    For more information on EducationUSA, visit
    For more information on IIE, visit

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  Amy Cloud: How the CCE program “made all the difference”
  When I started the CCE program in 2006, I was less than two years removed from the
  multiple daily deadlines of TV news reporting. (Great training for grad school, by the
  way!) A little more than two years after earning my degree, I now make news rather
  than report it. CCE made all the difference in my career transition.

  Through the CCE program I discovered how to activate prior learning in order to un-
  derstand and assimilate new job skills. I learned that adults process information differ-
  ently, which led me to intentionally communicate in more learner- (or other) centered
  ways with physicians, administrators and those I interviewed. And I discovered, really
  for the first time, that while group work may sometimes be challenging, it is a wonder-
  ful opportunity for experiential learning and growth.

  As the Public Information Officer, news liaison, crisis communications lead, writer and
  magazine editor for the largest healthcare provider in Northwest Washington, I daily
  call on the skills, learning and confidence acquired through three wonderful years with
  Sandy, Stan, Tony, Susan and my fellow students. A belated, but heartfelt “Thank You!”

  Respectfully submitted,
  Amy Cloud
  April 2011

Student Update: Carrie Danielson
Hello CCE Students and Alumni!
My name is Carrie Danielson and I am a 2008 graduate of the CCE program. In the three years
since graduating I have been the Staff Education Coordinator for the Seattle Cancer Care Alli-
ance (SCCA). My past experience is in student affairs education working with undergraduate
students and professional staff on a variety of areas including staff training.
In my position at the SCCA I have had the opportunity to work on and be a part of some amaz-
ing and rewarding projects. These include implementation of a learning management system and
the endeavor into using eLearning as a form of training delivery. In addition, I have been leading
a project to re-design our new employee orientation. The goals of this re-design project have
been to successfully welcome and introduce new employees into our institution and create a
learning environment that is interactive and engaging. Finally, I have had the opportunity to pro-
vide consultation to many departments and projects at the SCCA to develop training and educa-
tion for our staff.

Feel free to contact me at the SCCA if you would like to learn more,

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PAGE   6

                        Student Update: Patrick Feuer
                       Patrick was enrolled in the CCE Program from 2006 to 2009. During his
                       time in the program his position at WWU in Human Resources was elimi-
                       nated. Patrick writes, ―Change is inevitable with any organization... This
                       meant that I had to pursue other career interests in the midst of working on
                       my degree.‖ During this difficult transition Patrick was hired by Work-
                       Source Whatcom. Patrick writes, ―Sandy was instrumental in not only keep-
                       ing my spirits up but providing the encouragement and support I needed to
                       continue in the program and see my education through to completion of the

                       Patrick writes of his experience at WorkSource, ―I have been at Work-
                       Source Whatcom since the winter of 2007 and my initial role was with a
                       partner agency as a WorkSource Coordinator working primarily with the
                       "at-risk-youth" population. Eventually, I transitioned to my current role as a
                       Business Services Outreach Specialist with the Employment Security Depart-
                       ment at WorkSource Whatcom. In this role I work with businesses and job
                       seekers to help both successfully grow in the community. I love the work I
                       do and get to be part of successful outcomes for businesses and job seekers.
                       I look forward to growing with our organization and certainly have my sights
                       set on utilizing my education to pursue training opportunities with the or-
                       ganization. I truly believe that my degree has made a difference regarding
                       consideration for this position and will for my future goals.‖

                          Jim Doran: Trainings, Teaching, and Curriculum Develop-
                          Alumni Jim Doran has been working on some exciting projects lately. Jim
                          writes, ―I am on the disaster relief team for Habitat for humanity Interna-
                          tional.‖ Jim recently lead trainings in New Orleans and coordinated an of-
                          fice reorganization in Lake Charles, Louisiana. He writes, ―They wanted
                          me for my financial and mortgage background as well as my business or-
                          ganization skills.‖ Jim has also been rehired to develop the curriculum and
                          teach an ESL program for the Center for Cultural Interchange that will
                          take place in San Francisco this year. The program will be for young stu-
                          dents from around the world.

           IN   THE   NEWS:   CONTIN UING        AND    COLLEGE     EDUCATION

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                 Adult Education Conferences

       American Association for Adult and Continuing Education
   2011 Conference: Adult Learning in our Complex World

   AAACE is dedicated to the belief that lifelong learning contributes to human fulfillment and posi-
   tive social change. We envision a more humane world made possible by the diverse practice of
   our members in helping adults acquire the knowledge, skills, and values needed to lead produc-
   tive and satisfying lives. Through its annual conference, adult educators can become more effec-
   tive in assisting adult learners to succeed in the global marketplace, at the workplace, and in
   their communities. (excerpt from AAACE conference website)

   AAACE Proposal Deadline: Friday, May 13, 2011

   This Call for Proposals is an invitation to assist us in developing content for the 2011
   conference. We welcome your proposal for a concurrent session, poster session or
   roundtable discussion on a topic of concern and/or interest to practitioners, teach-
   ers, faculty, academic advisors, and/or administrators of adult and continuing educa-
   tion programs.

   Sessions are 45 minutes in length.
   For more information visit their website at

                                                     4th Annual International Symposium
                                              Emerging Technologies for Online Learning
                                              Sloan Consortium and MERLOT (Multimedia Educational
For more information visit their website at   Resource for Learning and Online Teaching) will be pre-       senting their annual symposium July 11-13, 2011 in San
                                              Jose, CA. This event will also be conducted via virtual
                                              attendance. The virtual attendance option will include
                                              live streaming of the keynote address, plenary sessions,
                                              interactive workshops, and many of the information ses-
                                              sions. The early bird price for virtual attendance is only
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PAGE   8

Graduate Student Advisory Committee
The Graduate Student Advisory Committee (GSAC) is a student group that works to advise the facul-
ty of the CCE program, coordinates projects, and plans CCE events. The CCE spring retreat is a
GSAC sponsored event. GSAC members have organized CCE potlucks and Friday fun activities. If
you would like to be a part of GSAC, you are invited to attend a meeting. We are currently working
on building community in the CCE program, working to improve new student orientations and plan-
ning the spring retreat. Future projects will include creating a marketing plan and conducting a CCE
needs assessment. Email for more information and meeting times.

 Get Involved!
Canadian Association for the Study of Adult Education   The Council for Adult and Experiential Learning
AERC & CASAE 2011: Annual joint conference              2011 Conference: Adult Learners in a Changing
June 9 - 12, 2011 Toronto, Ontario                      Landscape                                November 9 - 11, 2011 Chicago, IL
Association for the Advancement of Computing in Edu-
cation                                                  Association for the Study of Higher Education
E-Lean 2011: World Conference on E-Learning             2011 Conference: Meeting the Challenge of a
in Corporate, Government, Healthcare & High-            Changing Future
er Education                                            November 16 & 17, 2011 Charlotte, NC
October 17 - 21, 2011 Honolulu, HI                      (currently accepting proposals)                  

Washington Association for the Education of Speakers    Sloan Consortium
of Other Languages                                      2011 International Conference: Online Learn-
2011 Tri-TESOL Conference: English Without              ing, Teaching, and Research in the New Media
Boarders                                                Ecology
October 21 & 22, 2011 Des Moines, WA                    November 16 - 18, 2011 Lake Buena Vista, FL                                   (currently accepting proposals)
American Association for Adult and Continuing Educa-
tion                                                    Fairhaven College of Interdisciplinary Studies
2011 Conference: Adult Learning in our Com-             World Issues Forum 2011
plex World                                              Weekly guest speakers on Wednesdays 12-1:30
October 30 - November 4, 2011 Indianapolis, IN          Fairhaven Auditorium
(currently accepting proposals)                       index.shtml

ProLiteracy                                             University of Stirling
2011 US Conference on Adult Literacy                    2011 International Conference - Professions and
November 2 - 5, 2011 Houston, TX                        Professional Learning in Troubling Times:      Emerging Practices and Transgressive Knowl-
pid=895&srcid=590                                       edges
                                                        May 9 - 11, 2011 Stirling, Scotland
Annual International Conference on Education and E-
2011 EeL Conference
November 7 & 8, 2011 Fort Canning, Singapore

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RSVP with your
name and contact
                            Join us for the CCE Spring retreat
information to              Professional Educators as Entrepreneurs:
cce.springretreat@g                    Unique Approaches to Employment
                                                Saturday May 14, 2011
                                                 10:00 AM - 4:30 PM
Please bring your favor-                          Lake Samish Lodge
ite dish or snack to                           673 N. Lake Samish Drive
share for the potluck
                                                Bellingham, WA 98229
                            Sara Holodnick of AmeriCorps, Sandy Brown of WWU Career Ser-
Last names starting with:
                            vices and Alan Seid of Cascadia Workshops will share their
A-J bring a main dish       knowledge of how to succeed in the field education in such a chal-
K-M bring a salad or ap-
                            lenging economic time.
N-Z bring a dessert
                            Come and learn how to tailor your resume to specific fields in edu-
                            cation and how to stand out as an applicant. Sara Holodnic will pre-
                            sent on how to use social media for networking and new formats/
                            techniques to use for professional resumes.

                            Have you ever wanted to know about E-portfolios and personal
                            websites? Sandy Brown will present on the process of creating E-
                            portfolios, the benefits of having one, how they are different from re-
Please consider making      sumes, and what types of artifacts and documents you should post
a small donation to         to your newly created E-portfolio.
cover costs for this re-
treat. They will be         Alan Seid will share his unique experience of creating his own train-
greatly appreciated.
                            ing/consulting business. He will also present tips for trainers, how to
                                           be successful, how to market your business and engage
                                           in self promotion, and how to build a base of clients.

                                          For additional information please call or email
                                                        Olesia Januszewski
                                                   Graduate Research Assistant
                                                Continuing and College Education

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PAGE   10

 The Master Plan at 50: Using Distance Education to Increase College Access
 and Efficiency
The Master Plan for Higher Education was created 50 years ago in the state of California.
This document was written as a framework to support increased educational access for
students and cost-effective collaboration among state colleges and universities. At the time
of its inception, face to face classes were the norm. Now, many students use technology to
access education at their convenience. Below are excerpts from the executive summery
prepared by Paul Steenhausen, reviewed by Steve Boilard, and published by The Legislative
Analyst's Office (LAO). Here is a pdf of the entire report.

Distance Education Provides Additional Tool for Advancing Master Plan’s Goals. Fifty
years ago, California adopted the Master Plan for Higher Education, a framework document
designed to promote universal access for students and cost–effective coordination among
the state’s colleges and universities. At the time, postsecondary education generally required
students to travel to a campus for in–person classes with an instructor. Today, many stu-
dents have another option: using technology (primarily the internet) to access instruction
wherever they are.
Distance education can offer a number of potential benefits to students, faculty, and the
state—advantages consistent with the core principles of access and efficiency contained in
the Master Plan. For example, distance education can:

   Make undergraduate and graduate coursework more accessible to students who other-
wise might not be able to enroll due to restrictive personal or professional obligations.
   Provide opportunities for students attending one campus to find and get credit for
courses at other campuses (thereby potentially speeding their graduation).
   Allow campuses to increase instruction and enrollment without a commensurate need
for additional physical infrastructure (such as classrooms and parking structures).
Make possible statewide collaborations, including ―virtual‖ academic departments that are
taught by faculty from more than one campus.

Recent research suggests that, on average, postsecondary students who complete distance–
education courses learn at least as much as those taking the same courses solely via in–
person instruction.Yet, research also reveals a gap in retention rates between students in
distance education and face–to–face classes, and many faculty (particularly in the state’s re-
search universities) remain skeptical of the value and legitimacy of the delivery method.


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Overview of Distance Education

Distance–education courses can be either synchronous, meaning that faculty and students
communicate with each other in real time, or asynchronous, in which a student can choose
when to access lessons and send communications. For example, under synchronous dis-
tance education, a faculty member in one location (such as on the main campus) can use a
monitor and microphone to see, hear, and instruct students who are joining the class ―live‖
from off–campus sites. Asynchronous mediums include online course sessions that stu-
dents can participate in at any hour of the day via a personal computer. (See the nearby
text box for a fuller description of asynchronous instruction.)

Evolution of Distance Education. It can be said that distance education is both old and
new. Distance education originated over a century ago in the form of ―correspondence‖
classes, in which students and faculty communicated through the mail. Later, communica-
tion technology such as videocassettes and cable television expanded distance–education
opportunities. It was not until the growth of the internet in the 1990s, however, that dis-
tance education experienced its tremendous growth.

Nationwide Trends. According to the Sloan Consortium, which studies national trends in
online education, over 4.6 million students took at least one online class at their college or
university in the fall of 2008. (This amount increases to about 5 million when all other
types of distance education, such as television–based instruction, are included.) Sloan de-
fines ―online‖ courses as those with at least 80 percent of content delivered via the inter-
net and no more than 20 percent of instruction provided via in–person classes. Sloan’s es-
timate of 4.6 million students represents one–quarter of total enrollments in postsecond-
ary institutions for that time period. Moreover, enrollments in online courses have experi-
enced double–digit growth in each year since the Sloan Consortium began its reporting in
the fall of 2002. (During this same period, total enrollments in postsecondary institutions
have grown an average of less than 2 percent annually.)

Assessing the Effectiveness of Distance Education

As distance education has become more widespread, there has been an increased national
focus by educators and policymakers on its value and legitimacy as an alternative instruc-
tional strategy. This section addresses several issues concerning distance education, includ-
ing: (1) state law and other policies concerning expected standards for distance education,
(2) national research on student learning outcomes, (3) student completion rates, (4) con-
cerns about academic integrity and potential for fraud in distance–education courses, and
(5) overall opinions of distance education by faculty.

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  Distance–Education Courses Subject to Same Standards as On–Site Counterparts.
  Currently, distance education is generally held to the same standards as traditional face–
  to–face courses. For example, state law expresses legislative intent that courses and edu-
  cational programs provided through distance education contain the same ―quality, course
  content, (student) achievement levels, and coherence of curriculum‖ as classroom in-
  struction. Each segment has in turn adopted internal policies that conform to these prin-
  ciples. In addition, each segment’s accreditation body holds distance–education courses
  to the same standards (quality, content, and rigor) as those delivered in–person.

  National Research Suggests Similar Learning Outcomes for Online Courses. While
  colleges are required to adhere to the same standards of course quality regardless of the
  delivery mode, an important question remains: Can students learn as much in distance–
  education classes as they do in a face–to–face environment? Earlier national research on
  video–based courses found no significant differences in learning compared with tradition-
  al classroom instruction. (The research did identify more–favorable learning outcomes in
  ―teleconference‖ classes—in which students and faculty can engage in live two–way in-
  teractions—as opposed to televised ―broadcasts‖ with only one–way communication
  from an instructor to students.)

  In 2009, the United States Department of Education released a comprehensive report on
  online learning. The report reviewed 46 previously published studies which compared
  online courses (including hybrid courses) with traditional classroom–only instruction. To
  ensure that the findings were broadly applicable, the studies either randomly assigned
  students to face–to–face or online classes, or statistically controlled for differences be-
  tween students in the groups (such as prior knowledge of course material). While the re-
  search included a handful of studies on K–12 students, it focused primarily on adult learn-
  ers (undergraduates at two– and four–year colleges, graduate students, and professionals
  receiving occupational training). Based on a review of these studies, the report concluded
  that students completing online classes learn more, on average, than those taking the
  same classes solely via in–person instruction. In addition, students in courses that blend
  online and traditional classroom instruction tend to perform best of all. The study is
  careful to note, however, that superior learning outcomes may not be attributable to the
  online delivery method per se. Rather, the authors suggest that fully or partially online
  classes tend to give students more time to engage and reflect on course material (such
  as by repeating lectures and exercises), as well as additional opportunities to interact
  with faculty and collaborate with peers.

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A recent paper by the Community College Research Center reexamined the studies in the
federal report. The paper limited its evaluation to only those studies that compared fully
online, semester–long classes with face–to–face instruction, and involved undergraduate
and graduate students (thereby excluding research on hybrid instruction, any classes that
were less than a semester in length, or involved K–12 students or professionals seeking job
–related training). Based on its examination of these selected studies, the paper’s authors
argue that the evidence to date suggests that fully online classes are on average equal to—
but no better than—face–to–face instruction for postsecondary students. The paper also
cautioned that since the students in the studies appeared to be generally well–prepared for
college–level coursework, such findings about online education may not necessarily be gen-
eralized to underprepared college students.

   Liz Coleman, president of
   Bennington College, speaks
   about the need for a radical
   reform in liberal arts educa-
   tion. Coleman encourages
   educators to move toward a
   cross-disciplinary educational
   curriculum and resist the cur-
   rent trend that pushes stu-
   dents into an increasingly nar-
   row area of study.                Click on the picture to listen to Liz Coleman’s talk on

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PAGE   14

Adult Education Doctoral Programs in the
            USA and Canada
Auburn University                       University of Alberta
Ball State University                   University of Arkansas
Capella University                      University of British Columbia
Cleveland State University              University of Calgary
Colorado State University               University of Connecticut
Florida Atlantic University             University of Georgia
Florida International University        University of Idaho
Kansas State University                 University of Manitoba
Lesley University                       University of Memphis
Memorial University of Newfoundland     University of Minnesota
Michigan State University               University of Missouri-St. Louis
National-Louis University               University of New Brunswick
North Dakota State University           University of Oklahoma
Northern Illinois University            University of Regina
O.I.S.E. University of Toronto          University of South Dakota
Pennsylvania State University           University of South Florida
Regent University                       University of Tennessee-Knoxville
Seattle University                      University of Texas-San Antonio
Teachers College, Columbia University   University of Wisconsin-Milwaukee
Texas A&M University                    University of Wyoming
Texas State University                  Virginia Commonwealth University
                                                 PAGE 14
                                        Walden University


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                                                                                      PAGE    15

________________ CC
 Check out these resources!
                                                                     Maricia Leister writes, ―I
                                                                     have been inspired in my
                                                                     work by Larry Olds of
                                                                     Minneapolis, MN who
                                                                     publishes the Popular
                                                                     Education News.‖

                                                              EDUCAUSE is a nonprofit asso-
                                                              ciation whose mission is to ad-
                                                              vance higher education by pro-
                                                              moting the intelligent use of in-
                                                              formation technology.

                              Michael Furtado suggested the Education Management Group
                              on Linked in groups. The goal of this group is networking and
                              information sharing for management professionals working in
                              higher education fields.

                                Travis Peterson writes, ―The podcasts I listen to for pleasure
                                are from The ones I have used in classes
                                before are at
                                index_new.html. They are both good sources. The former
                                for general knowledge and the latter for teaching. Another
                                one is It’s a great resource for learning
                                about the US.‖

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