Artifacts
Course Department, Number & Title: EDUC- D500 Intro to Adult Education Theory
Semester & Year Enrolled: Spring 2017
Document: Artifact 1- Paper- Philosophy of Adult Education
The Introduction to Adult Education Theory class was one of the most beneficial courses I took throughout my master’s program. At the end of the course, I wrote a paper about my own personal educational philosophy, the humanistic philosophy. This artifact is prized as one of my most significant learning achievements. The act of critically thinking though my personal education philosophy brought about growth in me, specifically in my understanding what motivates me. I have included this artifact in my portfolio to show the foundation from which I base my own teaching methods, strategies, and understandings of the world of adult education. This artifact required me to determine and critically examine my own philosophy of education and brought about an appreciation and understanding of other people’s teaching methods. This discovery has helped me recognize the different educational philosophies people around me hold, which has led to an appreciation for my co-workers, professors, authors, and other educational professionals’ perspectives and teaching. I am able to understand their teaching goals and why they teach the way they teach.
This finding also led me to explore the different methods each of these educational philosophies prize and implement, and delve into the one from which I teach. The part of this artifact I would improve, based on learning from other courses, would be adding more depth to the different teaching methods that humanistic philosophers implement. This artifact highlights the critical thinking which took place in me. Moreover, I will always be perfecting my own educational philosophy, which will help me improve my own teaching over time and ultimately spark growth in students. The humanistic educational philosophy prizes collaboration, communication, and recognizing that every student has unlimited potential. I have already been recognizing how I exercise the humanistic philosophy in my everyday life. In the future, I hope to have an array of humanistic teaching tools and methods that help me unlock students’ potentials and help them on their journey to being life-long learners.
Semester & Year Enrolled: Spring 2017
Document: Artifact 1- Paper- Philosophy of Adult Education
The Introduction to Adult Education Theory class was one of the most beneficial courses I took throughout my master’s program. At the end of the course, I wrote a paper about my own personal educational philosophy, the humanistic philosophy. This artifact is prized as one of my most significant learning achievements. The act of critically thinking though my personal education philosophy brought about growth in me, specifically in my understanding what motivates me. I have included this artifact in my portfolio to show the foundation from which I base my own teaching methods, strategies, and understandings of the world of adult education. This artifact required me to determine and critically examine my own philosophy of education and brought about an appreciation and understanding of other people’s teaching methods. This discovery has helped me recognize the different educational philosophies people around me hold, which has led to an appreciation for my co-workers, professors, authors, and other educational professionals’ perspectives and teaching. I am able to understand their teaching goals and why they teach the way they teach.
This finding also led me to explore the different methods each of these educational philosophies prize and implement, and delve into the one from which I teach. The part of this artifact I would improve, based on learning from other courses, would be adding more depth to the different teaching methods that humanistic philosophers implement. This artifact highlights the critical thinking which took place in me. Moreover, I will always be perfecting my own educational philosophy, which will help me improve my own teaching over time and ultimately spark growth in students. The humanistic educational philosophy prizes collaboration, communication, and recognizing that every student has unlimited potential. I have already been recognizing how I exercise the humanistic philosophy in my everyday life. In the future, I hope to have an array of humanistic teaching tools and methods that help me unlock students’ potentials and help them on their journey to being life-long learners.
Course Department, Number & Title: EDUC- U556 Student Development Practice
Semester & Year Enrolled: Summer 2016
Document: Artifact 2- Paper- Take a Step Forward
This artifact from my Student Development Practice course reinforces my humanistic educational philosophy goal of promoting positive student development, through me accurately understanding how students develop and learn. Understanding how and in what areas students develop, has helped me know what kinds of teaching methods to employ both inside and outside of the classroom. I chose this artifact because of its importance to my overall understanding of student learning and development. This artifact required me to explore the diverse ways students develop; which, in turn, increased my awareness to the needs of the traditional and non-traditional students I work with. This artifact helped me categorize student development-social identities, psychosocial identity development, cognitive/epistemological development, moral development, and holistic authorship. This categorization sparked a desire in me to communicate more clearly with students about their needs and areas in which they need to develop. It also requires students to become more communicative and critically think through their own needs and become more autonomous beings.
I have been able to use the knowledge from this artifact to understand the types of environments students need, to reach their full potential in different developmental areas. For example, when I analyzed our community college’s Disabilities Services office and examined our campus culture, I was able to pinpoint areas in which our college needed to improve to help foster growth in our students developmentally. Interaction and collaboration are key in student’s psychosocial development and encourages new ways of thinking within students. In the future, this artifact will continue to guide my assessment of student’s needs in regard to development. Moreover, helping students recognize these areas in which they need to grow, allows me to help them become the best version of themselves and become thriving people within their community.
Semester & Year Enrolled: Summer 2016
Document: Artifact 2- Paper- Take a Step Forward
This artifact from my Student Development Practice course reinforces my humanistic educational philosophy goal of promoting positive student development, through me accurately understanding how students develop and learn. Understanding how and in what areas students develop, has helped me know what kinds of teaching methods to employ both inside and outside of the classroom. I chose this artifact because of its importance to my overall understanding of student learning and development. This artifact required me to explore the diverse ways students develop; which, in turn, increased my awareness to the needs of the traditional and non-traditional students I work with. This artifact helped me categorize student development-social identities, psychosocial identity development, cognitive/epistemological development, moral development, and holistic authorship. This categorization sparked a desire in me to communicate more clearly with students about their needs and areas in which they need to develop. It also requires students to become more communicative and critically think through their own needs and become more autonomous beings.
I have been able to use the knowledge from this artifact to understand the types of environments students need, to reach their full potential in different developmental areas. For example, when I analyzed our community college’s Disabilities Services office and examined our campus culture, I was able to pinpoint areas in which our college needed to improve to help foster growth in our students developmentally. Interaction and collaboration are key in student’s psychosocial development and encourages new ways of thinking within students. In the future, this artifact will continue to guide my assessment of student’s needs in regard to development. Moreover, helping students recognize these areas in which they need to grow, allows me to help them become the best version of themselves and become thriving people within their community.
Course Department, Number & Title: EDUC- D505 Adult Learning Through the Lifespan
Semester & Year Enrolled: Fall 2016
Document: Artifact 3- Paper- Framework Essay
This artifact, from my Adult Learning Through the Lifespan course, shows the importance of communication and collaboration when working with adults and helping them learn and develop. A piece of my theme is how communication and collaboration spark growth. This artifact helped me recognize how I can better help students reach their full potential. A key factor in this growth is my ability to listen and recognize the unique life experiences of every student. Understanding where a student is coming from helps me understand how to push them forward in their learning. Communicating well, allows me to pinpoint what they need to learn next. For example, when I learn a student is lacking a certain resource, I connect them with someone within our college who can help provide access to that resource. Or, if I hear dissatisfaction with a student’s learning experience I can help them figure out how to overcome that challenge or help them change their negative views to a more positive view in regard to their experience.
This artifact also helped me recognize the different environments in which adults learn- formal settings, nonformal settings, and informal or self-directed contexts. As an educator who prizes the humanistic philosophy, I see all these settings as opportunities for students to become self-directed in their learning. It is my goal to help students determine their learning goals, achieve them, and ultimately reach their full potentials. In a later course, I learned about Maslow’s Hierarchy of Needs. This artifact would have been an appropriate place to build off Maslow’s hierarchy as a way to recognize the needs of students and to push them towards self-actualization (their full potentials). In the future, I want to build off my communication/listening skills to be able to recognize the areas in which students are lacking in regard to learning and understanding within each educational environment. I will keep be sure to listen for confusion or uncertainty in their voices or actions and be quick to connect them with appropriate resources.
Semester & Year Enrolled: Fall 2016
Document: Artifact 3- Paper- Framework Essay
This artifact, from my Adult Learning Through the Lifespan course, shows the importance of communication and collaboration when working with adults and helping them learn and develop. A piece of my theme is how communication and collaboration spark growth. This artifact helped me recognize how I can better help students reach their full potential. A key factor in this growth is my ability to listen and recognize the unique life experiences of every student. Understanding where a student is coming from helps me understand how to push them forward in their learning. Communicating well, allows me to pinpoint what they need to learn next. For example, when I learn a student is lacking a certain resource, I connect them with someone within our college who can help provide access to that resource. Or, if I hear dissatisfaction with a student’s learning experience I can help them figure out how to overcome that challenge or help them change their negative views to a more positive view in regard to their experience.
This artifact also helped me recognize the different environments in which adults learn- formal settings, nonformal settings, and informal or self-directed contexts. As an educator who prizes the humanistic philosophy, I see all these settings as opportunities for students to become self-directed in their learning. It is my goal to help students determine their learning goals, achieve them, and ultimately reach their full potentials. In a later course, I learned about Maslow’s Hierarchy of Needs. This artifact would have been an appropriate place to build off Maslow’s hierarchy as a way to recognize the needs of students and to push them towards self-actualization (their full potentials). In the future, I want to build off my communication/listening skills to be able to recognize the areas in which students are lacking in regard to learning and understanding within each educational environment. I will keep be sure to listen for confusion or uncertainty in their voices or actions and be quick to connect them with appropriate resources.
Course Department, Number & Title: EDUC- D505 Adult Learning Through the Lifespan
Semester & Year Enrolled: Fall 2016
Document: Artifact 4- Paper- Theory to Practice
This artifact is included in my portfolio because of its practicality to me as an educator. This artifact does two major things, one it breaks down the complexity of theory and has helped me apply theory to my practice. Two, it has helped me recognize the power of informal learning. Critical thinking is imperative when applying theory to practice and this artifact exudes critical thinking, which is part of my e-portfolio theme. This learning activity sparked growth within me as an educator. As I grow and learn, ultimately those around me will be positively affected through my development.
This artifact has helped me see the big picture of how theory informs practice. If I am able to implement theory effectively, I can effectively teach others. In this artifact particularly, I was able to break down a theory (Marsick and Watkins’ revised model of informal and incidental learning) and apply it after the incident occurred. As I continue to learn theories and let them inform my practice, I hope I will be able to become proficient in recognizing theory during practice. This idea of reflection during practice is found in D. A. Schön’s theory of reflection and professional practice, which I did not learn until after I wrote this artifact. Learning that occurred after this artifact has helped me see the importance of reflection-in-action as compared to reflection-on-action.
This artifact required me to observe and analyze informal learning occurring around me, which I truly appreciated as a humanistic educator. The humanistic teaching philosophy prizes intrinsically motivated learning and I can see the correlation between informal learning and intrinsic motivation. I see the beauty in informal learning and can see how it is just as transformational (sometimes more so) as formal learning. In the future, I hope to continue to practice reflection-in-action and continue to grow my skills in applying theory to practice on a daily basis.
Semester & Year Enrolled: Fall 2016
Document: Artifact 4- Paper- Theory to Practice
This artifact is included in my portfolio because of its practicality to me as an educator. This artifact does two major things, one it breaks down the complexity of theory and has helped me apply theory to my practice. Two, it has helped me recognize the power of informal learning. Critical thinking is imperative when applying theory to practice and this artifact exudes critical thinking, which is part of my e-portfolio theme. This learning activity sparked growth within me as an educator. As I grow and learn, ultimately those around me will be positively affected through my development.
This artifact has helped me see the big picture of how theory informs practice. If I am able to implement theory effectively, I can effectively teach others. In this artifact particularly, I was able to break down a theory (Marsick and Watkins’ revised model of informal and incidental learning) and apply it after the incident occurred. As I continue to learn theories and let them inform my practice, I hope I will be able to become proficient in recognizing theory during practice. This idea of reflection during practice is found in D. A. Schön’s theory of reflection and professional practice, which I did not learn until after I wrote this artifact. Learning that occurred after this artifact has helped me see the importance of reflection-in-action as compared to reflection-on-action.
This artifact required me to observe and analyze informal learning occurring around me, which I truly appreciated as a humanistic educator. The humanistic teaching philosophy prizes intrinsically motivated learning and I can see the correlation between informal learning and intrinsic motivation. I see the beauty in informal learning and can see how it is just as transformational (sometimes more so) as formal learning. In the future, I hope to continue to practice reflection-in-action and continue to grow my skills in applying theory to practice on a daily basis.
Course Department, Number & Title: EDUC-D525 Intro to DE Systems
Semester & Year Enrolled: Spring 2017
Document: Artifact 5- Paper- Teaching with Technology
I chose to put this artifact in my portfolio because of its relevance to teaching today. Technology has increased students abilities to effectively collaborate with others and ultimately increase their learning. Technology and teaching now go hand in hand and I want to strive to use technology as a positive teaching tool, to help students collaborate successfully. This artifact meshes my humanistic philosophy with the art of using technology to teach. This artifact helped me recognize ways in which I can use technology to help students collaborate by integrating technology into group work, workshops, and discovery challenges. I am also able to be an encourager and facilitator with technology, which aligns with the humanistic philosophy. Moreover, technology promotes self-directed learning, which is an invaluable characteristic for learners to possess.
New learning management systems (LMS) are allowing students to collaborate like never before and I want to be able to effectively use LMS’s to foster growth in students. When students are engaged in learning with the material, their peers, and their professors, growth follows. In the near future, I hope to teach an online course which will allow me to implement what I learned in my Intro to Distance Education Systems course and specifically in this Teaching with Technology artifact. Before opening the course up to students, I will make sure the material is clear, concise, and aesthetically pleasing. I will also make sure collaboration is at the forefront of my mind as I am creating assignments. The online courses I took after this artifact helped me learn from personal experience what activities are most beneficial to my learning and to the collaboration process. I was able to pinpoint specific learning activities I believe were most beneficial to me as a student and I will then implement them in my own courses. I plan on using all this knowledge to increase my skills as a humanistic educator in using technology and as a life-long learner.
Semester & Year Enrolled: Spring 2017
Document: Artifact 5- Paper- Teaching with Technology
I chose to put this artifact in my portfolio because of its relevance to teaching today. Technology has increased students abilities to effectively collaborate with others and ultimately increase their learning. Technology and teaching now go hand in hand and I want to strive to use technology as a positive teaching tool, to help students collaborate successfully. This artifact meshes my humanistic philosophy with the art of using technology to teach. This artifact helped me recognize ways in which I can use technology to help students collaborate by integrating technology into group work, workshops, and discovery challenges. I am also able to be an encourager and facilitator with technology, which aligns with the humanistic philosophy. Moreover, technology promotes self-directed learning, which is an invaluable characteristic for learners to possess.
New learning management systems (LMS) are allowing students to collaborate like never before and I want to be able to effectively use LMS’s to foster growth in students. When students are engaged in learning with the material, their peers, and their professors, growth follows. In the near future, I hope to teach an online course which will allow me to implement what I learned in my Intro to Distance Education Systems course and specifically in this Teaching with Technology artifact. Before opening the course up to students, I will make sure the material is clear, concise, and aesthetically pleasing. I will also make sure collaboration is at the forefront of my mind as I am creating assignments. The online courses I took after this artifact helped me learn from personal experience what activities are most beneficial to my learning and to the collaboration process. I was able to pinpoint specific learning activities I believe were most beneficial to me as a student and I will then implement them in my own courses. I plan on using all this knowledge to increase my skills as a humanistic educator in using technology and as a life-long learner.
Course Department, Number & Title: EDUC- D512 Forms and Forces of Adult Education
Semester & Year Enrolled: Fall 2017
Document: Artifact 6- Paper- Technology and the Future of Adult Education
I chose this artifact as part of my portfolio because it helped me see the big picture of adult education, by looking at the history of adult education. Sometimes you are not able to fully appreciate and understand something until you know the history. This artifact opened my eyes to the simplistic forms of adult education used centuries ago and to the more complex forms of adult education used today. This artifact examines the “grassroots” history of adult education, these “grassroots” are grounded in communication, collaboration, and critical thinking. This artifact expounds upon the grassroots beginnings of adult education and leads into the impact that the technology phase of adult education is currently having on our world and the implications it has on the future. This artifact helped me see the connections between then and now; this revelation has helped me in my own practice as I continue to think of new ways I can use technology to help students communicate and collaborate with each other.
This artifact has helped me critically think through and determine how I can better serve students through my humanistic philosophy of teaching methods. Technology and the humanistic philosophy of teaching can mesh well when collaboration is in the forefront of my mind. Technology can enhance learning opportunities and opportunities to collaborate with other students. Technology is key in reaching the masses and allowing everyone access to education and lifelong learning. The piece of learning that I would add to this artifact would be more research oriented information on the uses of technology and how adult educators are using it today. In the future, I will be using my knowledge about technology and the “grassroots” history of adult education to teach an online course. I have yet to implement this direct knowledge into an online platform, but plan on doing so in the near future. Understanding the techniques used years ago, can help me integrate those old techniques into our new techniques found in our classrooms today.
Semester & Year Enrolled: Fall 2017
Document: Artifact 6- Paper- Technology and the Future of Adult Education
I chose this artifact as part of my portfolio because it helped me see the big picture of adult education, by looking at the history of adult education. Sometimes you are not able to fully appreciate and understand something until you know the history. This artifact opened my eyes to the simplistic forms of adult education used centuries ago and to the more complex forms of adult education used today. This artifact examines the “grassroots” history of adult education, these “grassroots” are grounded in communication, collaboration, and critical thinking. This artifact expounds upon the grassroots beginnings of adult education and leads into the impact that the technology phase of adult education is currently having on our world and the implications it has on the future. This artifact helped me see the connections between then and now; this revelation has helped me in my own practice as I continue to think of new ways I can use technology to help students communicate and collaborate with each other.
This artifact has helped me critically think through and determine how I can better serve students through my humanistic philosophy of teaching methods. Technology and the humanistic philosophy of teaching can mesh well when collaboration is in the forefront of my mind. Technology can enhance learning opportunities and opportunities to collaborate with other students. Technology is key in reaching the masses and allowing everyone access to education and lifelong learning. The piece of learning that I would add to this artifact would be more research oriented information on the uses of technology and how adult educators are using it today. In the future, I will be using my knowledge about technology and the “grassroots” history of adult education to teach an online course. I have yet to implement this direct knowledge into an online platform, but plan on doing so in the near future. Understanding the techniques used years ago, can help me integrate those old techniques into our new techniques found in our classrooms today.
Course Department, Number & Title: EDUC- D524 Power and Voice in Adult Education Programs
Semester & Year Enrolled: Fall 2017
Document: Artifact 7- Final PowerPoint- Communication Sparks Growth
I included this artifact into my portfolio not only because it was one of the most fun projects I created during my master’s program, but also because it is what inspired my theme for this portfolio. This project allowed me to explore my passion for communication through a book review and final PowerPoint presentation. This artifact helped me see the connection between power and voice and growth. Communication empowers learners and it is important that educators create environments that help spark conversation and growth. I was able to explore how I hold differing levels of power and voice within my own discourse communities, which has helped me better understand students varying levels of power and voice in their own communities. Additionally, critically thinking/reflecting upon ways I may hinder communication within my discourse communities has helped me grow as an effective educator.
Within this artifact, I explore Abraham Maslow’s Hierarchy of Needs which fully aligns with my humanistic philosophy of teaching. I have a desire to help students reach their full potential, which if you go back to my first page in this e-portfolio, you will see how the video I created connects to my passion! Learning that took place after this course helped me see the connection between my passion and this theory of self-actualization or “full potential.” Understanding more about myself and what makes me shine, allows me to be a more passionate and confident educator. If I could go back and add more personal pieces into this artifact, I would add a more clear connection of how communication and student potential correlate. I was able to put into practice what I learned in that course into this artifact, by creating an interactive lesson that explored communication and perspectives. This allowed me to see communication and collaboration come alive in an online setting through my interactive lesson. In the future, I plan on using my knowledge of TedX lessons and collaboration to help students collaborate effectively and learn from each other in a productive way.
Semester & Year Enrolled: Fall 2017
Document: Artifact 7- Final PowerPoint- Communication Sparks Growth
I included this artifact into my portfolio not only because it was one of the most fun projects I created during my master’s program, but also because it is what inspired my theme for this portfolio. This project allowed me to explore my passion for communication through a book review and final PowerPoint presentation. This artifact helped me see the connection between power and voice and growth. Communication empowers learners and it is important that educators create environments that help spark conversation and growth. I was able to explore how I hold differing levels of power and voice within my own discourse communities, which has helped me better understand students varying levels of power and voice in their own communities. Additionally, critically thinking/reflecting upon ways I may hinder communication within my discourse communities has helped me grow as an effective educator.
Within this artifact, I explore Abraham Maslow’s Hierarchy of Needs which fully aligns with my humanistic philosophy of teaching. I have a desire to help students reach their full potential, which if you go back to my first page in this e-portfolio, you will see how the video I created connects to my passion! Learning that took place after this course helped me see the connection between my passion and this theory of self-actualization or “full potential.” Understanding more about myself and what makes me shine, allows me to be a more passionate and confident educator. If I could go back and add more personal pieces into this artifact, I would add a more clear connection of how communication and student potential correlate. I was able to put into practice what I learned in that course into this artifact, by creating an interactive lesson that explored communication and perspectives. This allowed me to see communication and collaboration come alive in an online setting through my interactive lesson. In the future, I plan on using my knowledge of TedX lessons and collaboration to help students collaborate effectively and learn from each other in a productive way.
Course Department, Number & Title: EDUC- D506 Adult Education Planning and Development
Semester & Year Enrolled: Spring 2017
Document: Artifact 8- Paper- Ivy Tech Career Development Evaluation
This artifact was invaluable to my learning, as I explored what it looked like to evaluate and experience an adult education program. In this course, I was able to implement the process of program evaluation in a real life program- the career development program at Ivy Tech Community College. I not only learned the value of program evaluation, but also the value of communication and marketing for adult education programs. One of the last statements in my evaluation was this: If a program is the most amazing and helpful program in the world, but no one attends…is it really that amazing and helpful? Adult education programs and services must be utilized to be helpful. Since I did this evaluation, our career development office has grown and its services have become more of a staple to our students. This evaluation allowed me to examine the effectiveness of services, who utilizes the services, and how they can be improved. I also learned the value of continual evaluation. For any program or course, there must be continual evaluation for it to become better.
The humanistic philosophy of education values holistic learning, practical skills, self-esteem, and reaching ones full potential. I chose to evaluate the career development program at Ivy Tech because it ultimately helps students reach their goals and their full potentials. I have implemented the ideas that came from this artifact and have continually referred students to the career development office. In later learning, I discovered more research terminology, which I would have included in this paper since it could be extremely research based. In the future, I plan on using my evaluation skills to not only evaluate courses or programs around me, but even the processes which I currently use as an admissions representative. When you are willing to continually evaluate, you are able to continually improve and reach your full potential.
Semester & Year Enrolled: Spring 2017
Document: Artifact 8- Paper- Ivy Tech Career Development Evaluation
This artifact was invaluable to my learning, as I explored what it looked like to evaluate and experience an adult education program. In this course, I was able to implement the process of program evaluation in a real life program- the career development program at Ivy Tech Community College. I not only learned the value of program evaluation, but also the value of communication and marketing for adult education programs. One of the last statements in my evaluation was this: If a program is the most amazing and helpful program in the world, but no one attends…is it really that amazing and helpful? Adult education programs and services must be utilized to be helpful. Since I did this evaluation, our career development office has grown and its services have become more of a staple to our students. This evaluation allowed me to examine the effectiveness of services, who utilizes the services, and how they can be improved. I also learned the value of continual evaluation. For any program or course, there must be continual evaluation for it to become better.
The humanistic philosophy of education values holistic learning, practical skills, self-esteem, and reaching ones full potential. I chose to evaluate the career development program at Ivy Tech because it ultimately helps students reach their goals and their full potentials. I have implemented the ideas that came from this artifact and have continually referred students to the career development office. In later learning, I discovered more research terminology, which I would have included in this paper since it could be extremely research based. In the future, I plan on using my evaluation skills to not only evaluate courses or programs around me, but even the processes which I currently use as an admissions representative. When you are willing to continually evaluate, you are able to continually improve and reach your full potential.