This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed. The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The instructors' voices ring loudly as the authors draw on their responses, building on their experiences and expertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach. Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and low income and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge. The book unfolds as an informal journey that allows the reader to see into other teachers' practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices. By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming, and adopt practical strategies to address the various inclusion issues that can arise.

The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders, and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well. Issues of Leadership and Administration such as planning and resource allocation, organizational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical matters like staffing and volunteers, to big-picture issues such as alternative visions for the future of the field, this volume offers vital knowledge and insight.

The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders, and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well. Volume two addresses Teaching and Learning topics ranging from methods and roles to programs and materials. Encompassing formal and informal learning, as well as the variety of focus and setting, from cultural to occupational, this volume explores the wide range of theory and practice in ACE.

Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities. The editors and authors provide a nuanced and culturally responsive approach to showcasing: indigenous, nomadic, refugee, rural, and other marginalized communities emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies. Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book's diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology.

This provocative new book will help you design and implement the most effective library user education possible--one that builds on basic library use skills through a progressively sophisticated program that is fully integrated into course curriculum at all levels, from the freshman year to graduation and beyond. By exploring major issues underlying the integration of library use skills and research methodologies into the general education curriculum, contributors raise important questions, offer creative ideas, and provide insight into the many improvements made in library instruction in the past few years. Following an introduction by Patricia Breivik, a recognized national authority on libraries and general education, contributors representing two- and four-year institutions and research universities discuss such issues as the relationship between high school and college programs, research skills instruction in a remote access environment, the use of microcomputers and end user searching programs to promote critical thinking, and the improved relationship between librarians and faculty. In addition to articles on library instruction geared towards question analysis, information generation by field, structure of published knowledge and dissemination of a discipline's literature, chapters identify cooperative efforts needed among school, public, special, academic libraries and other information agencies, computer center personnel, and online database vendors. Bibliographic instruction librarians who are active participants in planning and administering library user education programs will find this volume to be essential for building and developing stronger, more integrated programs.

This book addresses a critical gap in the effective implementation of Recognition of Prior Learning (RPL) in post-apartheid South Africa. This book responds to a critical problem whereby a critical mass of historically disadvantaged persons continues to face exclusion by entrenched systems of professional education and training. Focusing on case studies from higher education and build environment studies, it defines the rationale and fundamental principles of an innovative model for the evaluation of RPL which can be adapted and applied across disciplines and professions while promoting high quality standards. RPL is considered as a transformative strategy to oppose the injustices of pedagogic exclusion and upskill a historically disadvantaged population. The book makes a strong case for an alternate system based on the potentiality of transformed legislation and frameworks in post-apartheid South Africa. The book will be of interest to researchers in alternative pedagogies, scholars engaged with epistemologies of the South and alternative knowledge systems, legislative bodies, policy makers and facilitators of professional education.

How to be a Brilliant FE Teacher is a straightforward, friendly guide to being an effective and innovative teacher in post-compulsory education. Focussing on practical advice drawn from the author's extensive and successful personal experience of both teaching and training teachers, it offers sound guidance, underpinned by the latest research, theory and policy in the field. Structured around the questions that all new teachers and lecturers ask in their first teaching post, it is an introduction to both essential teaching skills and what to expect from working in this exciting, fast-paced sector. Key chapters cover: The learners - who they are, diversity and motivation; What will actually happen - organising teaching, technology and resources; How to keep your students' interest - understanding and responding to learning styles; How will I know if they've learned it? - assessment and feedback; Making sure it's working - student evaluation, reflecting on and improving practice. Packed throughout with information about where to find the best materials and resources to support your teaching, this book also offers sensible advice on balancing home and life, working effectively with your colleagues and progressing in your career. How to be a Brilliant FE Teacher will be a source of support and inspiration for all those embarking on their initial training and first post in the sector, as well as qualified professionals looking for reassuring, fresh ideas.

"What does a new instructional designer need to know to find her or his feet when working with faculty to create online classes?" This is a practical handbook for established and aspiring instructional designers in higher education, readers who may also be identified by such professional titles as educational developer, instructional technologist, or online learning specialist. Jerod Quinn, together with a team of experienced instructional designers who have worked extensively with a wide range of faculty on a multiplicity of online courses across all types of institutions, offer key guiding principles, insights and advice on how to develop productive and collegial partnerships with faculty to deliver courses that engage students and promote enduring learning. Designing and developing online classes for higher education takes a combination of pedagogical knowledge, the ability to build trust with faculty, familiarity with frameworks on how people learn, understanding of accessibility and inclusion, and technical skills to leverage a learning management system into an educational experience. Coming from diverse backgrounds, few instructional designers enter academia well versed in all of these aspects of creating online classes. This book provides the foundation on which instructional designers can build their careers. The guiding principle that animates this book is that the student experience and successful learning outcomes are paramount, and governs discussion of course design, pedagogy, the use of multimedia and technological advances, as well as the use of different forms of interactive exercises and group assignments. The succinct, informally written chapters offer ideas and means to apply theory to the daily work of instructional design and cover the four key components that drive thus work in higher education: Defining the scope and main design approaches of our work Building trust with the faculty we work with Applying frameworks of how people learn Mastering common online instructional practices

Humanizing LIS Education and Practice: Diversity by Design demonstrates that diversity concerns are relevant to all and need to be approached in a systematic way. Developing the Diversity by Design concept articulated by Dali and Caidi in 2017, the book promotes the notion of the diversity mindset. Grouped into three parts, the chapters within this volume have been written by an international team of seasoned academics and practitioners who make diversity integral to their professional and scholarly activities. Building on the Diversity by Design approach, the book presents case studies with practice models for two primary audiences: LIS educators and LIS practitioners. Chapters cover a range of issues, including, but not limited to, academic promotion and tenure; the decolonization of LIS education; engaging Indigenous and multicultural communities; librarians' professional development in diversity and social justice; and the decolonization of library access practices and policies. As a collection, the book illustrates a systems-thinking approach to fostering diversity and inclusion in LIS, integrating it by design into the LIS curriculum and professional practice. Calling on individuals, organizations, policymakers, and LIS educators to make diversity integral to their daily activities and curriculum, Humanizing LIS Education and Practice: Diversity by Design will be of interest to anyone engaged in research and professional practice in Library and Information Science.

This book picks up where the well-received "Futurework" (1994) left off. It builds a strong case for workplace trainers treating their work as research. The nine chapters are designed to prepare readers to become workplace consultants. The authors present their workplace training program of research as well as a mastery learning model. By presenting ideas from instructional psychology, cognitive science, mastery learning, and performance based assessments, and then relating these findings to the workplace, the authors offer a new way to look at learning in the workplace. Considerable focus is given to the need to enhance diversity within workplace settings. Suggested readings are included with each chapter.

The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders, and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well. The final volume, on Inquiry and Influences, examines the context, trends, and methods of research and evaluation in the field's many domains. Wide-ranging inquiry has always been a hallmark of ACE, and only continues to grow along with the recognition of the importance of adult learning for learners and for the society as a whole.

The global expansion of participation rates in higher education continue more or less unabated. However, while the concept of lifelong learning has figured prominently in national and international educational policy discourse for more than three decades, its implications for the field of higher education has remained relatively underdeveloped.

This book focuses on a particular dimension of the lifelong learning: higher education for those who have not progressed directly from school to higher education. Some will embark on undergraduate programmes as mature students, part-time and/or distance students; others wish to return to higher education after having completed (or not completed) a previous academic programme, while increasing numbers participate in postgraduate and continuing studies for a complex mix of professional and personal reasons.

Adopting a comparative and international longitudinal perspective which goes beyond a snapshot view by building on the cases of a core group of ten OECD countries, this timely book investigates the ways in which important new developments impacting on higher education crystallise around the lifelong learning agenda:

• new technology and open source resources;
• the changing role of the state and market in higher education;
• the blurring of public and private boundaries;
• issues of equity and access in a time of global economic turmoil;
• the increased emphasis on research and international league tables;
• the changing nature of the education; and,
• the complex interaction of international, national and regional expectations which governments and other stakeholders have of universities and other public and private institutions of higher education.

While focussing on the situation in Canada, USA, Japan, Australia, New Zealand and a wide variety of European countries, the book also assesses the issues from the perspective of developing countries.

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles' pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.

This book highlights decisions governments have to make about their public education systems, the options they have before them and the consequences of their decisions. As well as covering issues such as values, curriculum, teacher training, structures and so on, the book addresses education planning for epidemics, pandemics and disasters. Education systems provide the foundations for the future wellbeing of every society, yet existing systems are a point of global concern. Education System Design is a response to debates in developing and developed countries about the characteristics of a high-quality national education service. It questions what makes a successful system of education. With chapters that draw on experience in education systems around the world, each one considers an element of a national education service and its role in providing a coherent and connected set of structures to ensure good education for all members of society. Key topics include: Existing education systems and what a future system might look like Inclusion and social justice Leadership and teacher education Policy options, and the consequences of policy changes This book suggests an education system be viewed as an ecosystem with interdependencies between many different components needing to be considered when change is contemplated. It is a vital book for any stakeholders in educational systems including students, teachers and senior leaders. It would be particularly useful to policy makers and those implementing policy changes.

Needs Assessment for Learning and Performance offers comprehensive coverage of the knowledge and skills needed to develop and conduct needs assessments and to analyze, interpret, and communicate results to clients and organizations. Though critical to planning any performance improvement system, needs assessments can feel abstract and vague to students who have not yet managed the process in a professional setting. This first-of-its-kind textbook uses a variety of real-world examples to connect major theories and models to effective principles for practice. Each chapter offers guiding questions, key terms and concepts, recommended readings, and case studies illustrating how needs assessment training can be applied. Graduate students and researchers of instructional design, human resources, performance improvement, program evaluation, and other programs will find this volume relevant to a range of academic and organizational contexts.

Understanding the fundamentals of conducting good science, that will have an impact, is the goal of every aspiring scientist. Providing a wealth of tips, How to be a Better Scientist is the book to read if you want to succeed in this competitive field. Helping readers gain an insight into what good science means and how to conduct it, this book is ideal to read cover-to-cover or dip into. It includes easily accessible guidance on topics such as: * What characteristics should a scientist have? * Understanding the hypothesis * Integrity in science * Lack of confidence and the embarrassment factor * Time management * Coping with rejection * Interacting with the science community With its broad focus, this friendly guide will enthuse, inspire and challenge, and is an essential companion for all aspiring scientists.

"What does a new instructional designer need to know to find her or his feet when working with faculty to create online classes?" This is a practical handbook for established and aspiring instructional designers in higher education, readers who may also be identified by such professional titles as educational developer, instructional technologist, or online learning specialist. Jerod Quinn, together with a team of experienced instructional designers who have worked extensively with a wide range of faculty on a multiplicity of online courses across all types of institutions, offer key guiding principles, insights and advice on how to develop productive and collegial partnerships with faculty to deliver courses that engage students and promote enduring learning. Designing and developing online classes for higher education takes a combination of pedagogical knowledge, the ability to build trust with faculty, familiarity with frameworks on how people learn, understanding of accessibility and inclusion, and technical skills to leverage a learning management system into an educational experience. Coming from diverse backgrounds, few instructional designers enter academia well versed in all of these aspects of creating online classes. This book provides the foundation on which instructional designers can build their careers. The guiding principle that animates this book is that the student experience and successful learning outcomes are paramount, and governs discussion of course design, pedagogy, the use of multimedia and technological advances, as well as the use of different forms of interactive exercises and group assignments. The succinct, informally written chapters offer ideas and means to apply theory to the daily work of instructional design and cover the four key components that drive thus work in higher education: Defining the scope and main design approaches of our work Building trust with the faculty we work with Applying frameworks of how people learn Mastering common online instructional practices

"Blake Boles has written a remarkable how-to handbook that is destined to change the lives of young people across North America. I highly recommend Blake's book to any middle school or high school student seeking more excitement and engagement in their educational journey. Smart parents should buy this book for their kids and be bold enough to encourage them to forge ahead in new ways. " - Maya Frost High school can be boring. High school curriculum can be frustrating and out of touch. So what is the answer for young people whose creativity, bright ideas, and boundless energy are being stifled in that over-scheduled and grade-driven environment?

What would you do if you could go to college without going to high school? Would you travel abroad, spend late nights writing a novel, volunteer in an emergency room, or build your own company? What dreams would you be pursuing right now?

"College Without High School" shows how independent teens can self-design their high school education by becoming unschooled. Students begin by defining their goals and dreams and then pursue them through a combination of meaningful and engaging adventures.

It is possible to pursue your dreams and gain admission to any college of your choice. The guidebook shows how to fulfill college admission requirements by proving five preparatory results: intellectual passion, leadership, logical reasoning, background knowledge, and the capacity for structured learning. The author, who leads teenage unschoolers on educational adventures, offers several suggestions for life-changing, confidence-building activities that will demonstrate those results. This intriguing approach

The Innovative Business School formulates a blueprint for the innovative business school of the next decade, with proposed areas of innovation which will train executives to transform the coming technological disruptions into an avenue for world economic development and prosperity. Offering a new model of business education, the book maps the way forward for business school innovators in exploring questions related to innovation and strategy needed on the part of academic and industry leaders and educators across demographic divides. The chapters cover an overall international and cross-cultural approach in examining the factors at play for business schools of the future and the challenges they face across a range of megatrends affecting today's business environment. The authors impress the need for stakeholders to strategically engage others in the business and education ecosystems through commitment to experimentation, innovation, and sustainable business strategy. Identifying such opportunities for development of a new model for business schools is important to educators and policymakers in preparing to leverage and contribute to existing megatrends to create shared value for regional economies and in new directions. The Innovative Business School is written for business schools' management and decision-makers, related stakeholders, universities, accreditation agencies, and postgraduate students.

The movement away from teacher-centered toward student-centered learning and teaching (SCLT) in higher education has intensified in recent decades. Yet in spite of its widespread use in literature and policy documents, SCLT remains somewhat poorly defined, under-researched and often misinterpreted. Against this backdrop, The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education offers an original, comprehensive and up-to-date overview of the fundamentals of SCLT and its discussion and applications in policy and practice. Bringing together 71 scholars from around the world, the volume offers a most comprehensive and up-to-date overview of the fundamentals of SCLT and its applications in policy and practice; provides beacons of good practice that display how instructional expertise manifests itself in the quality of classroom learning and teaching and in the institutional environment; and critically discusses challenges, new directions and developments in pedagogy, course and study program design, classroom practice, assessment and institutional policy. An essential resource, this book uniquely offers researchers, educators and students in higher education new insights into the roots, latest thinking, practices and evidence surrounding SCLT in higher education.

Needs Assessment for Learning and Performance offers comprehensive coverage of the knowledge and skills needed to develop and conduct needs assessments and to analyze, interpret, and communicate results to clients and organizations. Though critical to planning any performance improvement system, needs assessments can feel abstract and vague to students who have not yet managed the process in a professional setting. This first-of-its-kind textbook uses a variety of real-world examples to connect major theories and models to effective principles for practice. Each chapter offers guiding questions, key terms and concepts, recommended readings, and case studies illustrating how needs assessment training can be applied. Graduate students and researchers of instructional design, human resources, performance improvement, program evaluation, and other programs will find this volume relevant to a range of academic and organizational contexts.

College Success for Adults: Insider Tips for Effective Learning is a concise, user-friendly guide to college success for the adult college student. In it, readers learn to master the rules, vocabulary, and expectations of the college environment. They'll discover how to balance their work and personal lives with college-level study, develop the mindset of the successful college student, take notes effectively, conquer testing anxiety, win over their professors, and much more. Armed with the knowledge this book provides, readers will emerge with a deeper understanding of what it takes to succeed in college-and how they can achieve this success. They'll learn how to take their own experience and wisdom as adults and translate it into success in the college classroom. Readers also receive helpful supplementary resources that will aid them on their journey to college success, including a college vocabulary glossary, college knowledge quiz (with answer key), a list of scholarships exclusively for adult students, and a suggested course syllabus (with detailed course calendar).

This book is intended to help practitioners in adult education become better informed about assessment, evaluation, and accountability as these are critical functions of administering and running adult education programs. The book is for adult educators who have been asked to serve on assessment committees, produce detailed reports for funders and accreditors, create a culture of assessment within their program and organization, and/or develop reports for accountability purposes. Section one presents an introductory overview of assessment and evaluation in adult education. Section two gives guidance on practices for specific areas of adult education practice, such as army military education, human resource development, and continuing professional education. Section three provides assessment practices for adults in higher education, with chapters dedicated to distance learning, health professions education, and graduate education.

An impassioned and articulate defence of the enduring importance of lifelong learning, and in particular the value of literary education for those seeking to expand their knowledge and horizons in adult life. Extramural is more than a personal account of a career in education, but an argument for an idea. The core of Extramural is an argument for the lifelong pursuit of knowledge and the invaluable part CICE has played in this. A stimulating and engaging exploration of the world of adult literary education, Extramural offers the reader the chance to gain an insight into a world that depends on the support of those participating. Adrian Barlow was formerly Director of Public & Professional Programmes and University Lecturer in English Literature at the University of Cambridge Institute of Continuing Education.