Virtually every aspect of the CCE/AHE program has taught me about adult learners in

some way. When I began the 577 learning in Adulthood, I was kind of overwhelmed by the size
of the book and the topic. The authors begin by discussing how three things demographics,
globalization and technology (Merriam et al., 2007, p. 21) are influencing adult learning in
contemporary society. One of the projects we did in that class really brought those points home
for me.
We were assigned to do a theory to practice paper that involved an in-depth assessment
of the group of learners. I chose a department that is assigned to me at the hospital and it had
always felt difficult. Although the staff was very pleasant and cooperative, I did not feel that I
was helping them to do their jobs better? When I would ask for feedback either written or verbal
they had practically nothing to say. Although I would give them online resources for education,
very few utilized them.
My initial findings about the group revealed that about half of them were non-native
English speakers. Only about half of them had computers at home. One third of the group did
not have a high school diploma or GED. Wow, I realized I had been treating this group just like
the others I teach at the hospital. Most of those staff have at least a two year degree, and have
had to pass a state licensing exam.
I was used to dealing with involved and self-directed learners. This group was more a
mix of dependent (Merriam et al., 2007, p. 117) and interested learners. Also, I had not
considered the language issues or reading levels. What about the cultural implications? As
educators of adults, we are taught to look at the characteristics, background, needs, capacities,
and world view of our learners. I felt silly that I had not considered this until it was a school
assignment. But suddenly it made sense why I had such an uneasy feeling about teaching this
group. Brookfield talked about having mixed groups of learners in such a cauldron of
difference, there will be very few standardized practices that help students across the board learn
essential skills or knowledge. (Brookfield, 2006, p. 19)
The lesson I learned from this was to look carefully at each group you teach. Brookfield
speaks of developing a critically reflective stance towards your teaching practice. He speaks of
teaching that is contextually informed. My assumptions about a group of learners need to be
based in careful and critical analysis of the group. I have changed how I handle education for
this group and I am still in the process of making it better. I have encouraged and assisted them
in registering for computer skills classes the hospital offers for free. When I am asking them for
feedback, I try to make it safe for them to share anonymously if possible. This is an ongoing
project for me but I feel that I am making headway. Theory to Practice Paper Step 4.docx
References
Brookfield, S. D. (2006). The Skillful Teacher on Technique, Trust, and Responsiveness in the
Classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
Merriam, S. B., Carffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood A
Comprehensive Guide (Third ed.). San Francisco, CA: Jossey-Bass.