Education 225, Adult Learning

Reimagining the Disrupted Classroom, by Katie McCormick, Bryn Mawr College, 2013

Introduction and Description of Context

This proposal was inspired by my work this semester at El Centro de la familia.  I spent Tuesday mornings working with a group of mothers whose children attend a preschool program at the center.  The mothers, all of whom are recent immigrants to the U.S., participate in informal English language classes while their children attend preschool in another part of the building.  The reason for this setup is three-fold.  First, it helps enrich the educational experience for the preschoolers because it gives parents the tools they need to support their children’s learning and academic success.  Second, it benefits parents by helping them develop their English proficiency, addresses parenting and  work-related skills, and focuses on computer literacy.  Third, it removes the legal barrier of running a preschool without certified teachers by keeping parents onsite during school hours. 

Amie Claire Raymond

A paper which explores the voluntary, continuous learning of adults. At the end, the author suggests methods for extra-classroom teaching.

Shelley Nash

Looking at ways to enhance and promote adult learning.

by Grace Kung 

"In this section of the Handbook, I will explore the inner conflict student mentors may face when working with adult learners.  This chapter offers student mentors a suggested step-by-step guide for how to handle emotional struggles arising in a cross-cultural mentoring partnership." 

by Alexandra Martinez

The question in this essay is - when should a mentor try to push a learner to study more than he or she desires?

by Melinda Canter

This essay tackles outside issues that can challenge mentoring partnerships like TLI.

by Ariel J Puleo

"This chapter will focus on two contrasting approaches to learning that, while having the same ultimate reason to learn, are problematic either in their method or inspiration behind attaining that goal."