A Doctor of Education Student’S Journey in Higher Education and Adult Learning: A Compilation of Scholarly Papers Throughout the Program

By Richard S. Baskas

About the book:

This book is a compilation of scholarly papers, some of which have been published via ERIC, whose purpose is to inform and educate future doctorate students of what to expect in this program.

• Language: English
• Publisher: Xlibris US
• Release date: Jun 17, 2013
• ISBN: 9781483649535

Richard S. Baskas

About the author: Richard Scott Baskas is currently an Ed.D. candidate with Walden University in the beginning stages of his dissertation, entitled "An Embedded Study to Identify What Barriers Discourage Military Veterans from Taking Full Advantage of the G.I. Bill". The author is a USAF disabled veteran and became curious as to why some veterans never took advantage of their education benefit while having used his benefits towards his education.

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Copyright © 2013 by Richard S. Baskas, EdDc.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Rev. date: 06/11/2013

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Table Of Contents

About this Book

MY GOAL STATEMENT

SECTION ONE

Foundations: Higher Education and Adult Learning

Dialogue as a Means of Learning and Teaching

References

Intelligence and Education

References

SECTION TWO

How Adults Learn: Theory

and Research

Adult Learning Assumptions

References

Applying Adult Learning Theory through a Character Analysis

References

Applying Adult Learning and Development Theories to Educational Practice

References

Adult Learning Theory and Research: Self-Directed Learning (originally as Power Point)

References

Adult Learning Theories Closure

References

SECTION THREE

Applied Research and

Adult Learning

Applying Knowledge of

Quantitative Design and Analysis

References

Applying Knowledge of Qualitative Design and Analysis

References

Research Knowledge Assessment

References

SECTION FOUR

Designing and Assessing Learning Experience

Philosophy of Education

References

Compare and Contrast Program Planning Models

References

Program Proposal

References

SECTION FIVE

Facilitating Adult Learning

Compare and Contrast Principles of Practice

References

Collaborative Adult Learning Project

References

Learning Tasks

References

Section Six

Adult Learning: Trends, Issues, Global Perspectives

International Blogging

References

Scholarly Position Paper

References

SECTION SEVEN

Research to Practice:

Practice Study

Research Proposal Quantitative

References

Research Proposal Qualitative

References

About this Book

I t was at the beginning of this program that I felt that in some form or fashion that I would be helping others get through their program by sharing what work is involved and how it is done. This book is a compilation of papers, published and unpublished, that I wrote during this program to let other potential doctorate students learn and prepare from so that they too may become successful. This book is constructed where the sections are the actual classes that were taken and the papers that were written.

My goal Statement

Author: Richard s. Baskas

Personal/Professional Goals

Academic Experience

Research Experience

Work/Other Experience

Personal Qualities

Why Walden?

SECTION ONE: Foundations: Higher Education and Adult Learning

Dialogue as a Means of Learning and Teaching

Author: Richard S. Baskas

Peer Group Interactions

Technology

Pre-service Teachers

Conclusion

References

Intelligence and Education

Author: Richard S. Baskas

Intelligence

Major Theories of Intelligence

Emotional Intelligence

Multiple Intelligence

Successful Intelligence

Social Intelligence

Conclusion

References

SECTION TWO: How Adults Learn:

Theory and Research

Adult Learning Assumptions

Author: Richard S. Baskas

Motivation to Learn

Intrinsic Motivation

Positive Affects

Learning from Mistakes

Study Team

Role of the Learner’s Experience

Teacher Educators

Community Involvement

Conclusion

References

Applying Adult Learning Theory through a Character Analysis

Author: Richard S. Baskas

Social Cognitive Theory

Plausibility of Misfortune

Human Agency

Modes of Agency

Reflection in Practice

Material Malfunction or Backtalk

Ex Post Orientation

Reflection-in-action

Bandura and Schon

Conclusion

References

Applying Adult Learning and Development Theories to Educational Practice

Author: Richard S. Baskas

Online Doctor of Education

Developmental Theory

Phase Theory

Lectures/Discussions

Developmental Theory

Phase Theory

Scholarly Papers

Developmental Theory

Phase Theory

Reflection

Developmental Theory

Phase Theory

Conclusion

References

Adult Learning Theories Closure

Author: Richard S. Baskas

Initial Preparation

Initial Assessment

Constructivism

Self-directed Learning

Sequential model

Interwoven model

Resources

Assessments

Multiple Intelligence

Reflection

Conclusion

References

SECTION THREE: Applied Research

and Adult Learning

Applying Knowledge of Quantitative Design and Analysis

Author: Richard S. Baskas

Research Design and Rationale

Results

Method of Data Collection

Data Analysis

Descriptive statistics

Causal-comparative statistics

Initial Critique

Research Questions or Hypotheses

Definitions

Measurement and Instrumentation

Validity and Reliability Processes

Sampling Procedures

Ethical Considerations

Protection from harm

Informed consent

Confidentiality

Conclusions

References

Applying Knowledge of Qualitative Design and Analysis

Author: Richard S. Baskas

Research Design and Rationale

Data Collection

Training in Focus Groups

Triangulation

Analysis

Results

Initial Critique

Research Questions

Measurements and Instrumentation

Validity Processes

Sampling Procedures

Ethical Considerations

Conclusions

References

Research Knowledge Assessment

Author: Richard S. Baskas

Philosophy of Research

Empiricism and Quantitative research methodology

Scientific method, Positivism and Post-positivism

Objectivity in research

Philosophical Developments

Scientific realism

Social constructivism

Advocacy-Liberatory framework

Pragmatism

Conceptual and Theoretical Frameworks

Theoretical and Conceptual Frameworks, and Research Study

Core Concepts for Research Design

Research Questions, Hypothesis, and the Problem

Content in a Purpose

Literature Review

Population and Sample

Variables in Research

Reporting Findings

Assumptions, Limitations, and Delimitations

Validity and Reliability

Other Approaches to Research

Program evaluation methods

Summative evaluation

Formative evaluation

Advantages and Disadvantages

Action research

Qualitative approach

Quantitative approach

Mixed Methods approach

Conclusion

References

SECTION FOUR: Designing

and Assessing Learning Experience

Philosophy of Education

Author: Richard S. Baskas

Reflection on Lived Experiences

Reflection of life

Major influences

Changes in philosophical perspectives

Educational field

Present Philosophy of Education

Theoretical framework

Role of education

Role of teacher

Role of learner

Current viewpoints and workplace

Assessment process

Future Implications to Practices

Future impacts on practice

Reflection on future activities

Social change

Creative Expression of Philosophy

Creative uses of philosophy

Philosophical metaphor

Representational metaphor

Philosophy closure

References

Compare and Contrast Program Planning Models

Author: Richard S. Baskas

Program Planning Models

Comparing Tyler and Caffarella’s Models

Differentiating Both Models

Model Structure

Philosophy

Framework

Conclusion

References

Program Proposal

Author: Richard S. Baskas

Needs Assessment

Environment

Stakeholders

Issues

Contextual Factors

Educational circumstances

Economic circumstances

Social circumstances

Political circumstances

Environmental Opportunities

Alignment with Organization Mission

Needs Assessment Plan

Data Collection Strategies

Formal

Informal

Informal

Data Collection Tools

Method A

Purpose

Process

Guiding Questions

Implementation

Data Analysis

Reporting Strategy

Method B

Purpose

Process

Guiding Questions

Implementation

Data Analysis

Reporting Strategy

Method C

Purpose

Process

Guiding Questions

Implementation

Data Analysis

Reporting Strategy

Outcomes and Objectives

Desired Outcomes

Program Outcomes

Learning Objectives

Transfer of Learning

Transferable Components

Contributors to Transfer

Strategies and Techniques

Monitoring Process

Monitoring during implementation

Monitoring after implementation

Program Structure

Purpose

Format

Timeline

Resources

Program Evaluation

Program Synopsis

Guiding Questions

Data Collection Strategies

Formal

Formal

Informal

Data Collection Tools

Method A

Purpose

Guiding Questions

Implementation

Data Analysis

Reporting Strategy

Method B

Purpose

Guiding Questions

Implementation

Data Analysis

Reporting Strategy

Method C

Purpose

Guiding Questions

Implementation

Data Analysis

Reporting Strategy

Summary

References

SECTION FIVE: FACILITATING ADULT LEARNING

Compare and Contrast Principles of Practice

Author: Richard S. Baskas

Comparing Brookfield’s and Long’s Practices

Contrasting Brookfield’s and Long’s Practices

Huey Long

Stephen Brookfield

Conclusion

References

Collaborative Adult Learning Project

Author: Richard S. Baskas

Collaborative Partner Dialogue

Doctoral Student Collaborative Partner-Leah

Evaluation

Doctoral Student Collaborative Partner-Jonathan

Evaluation

Doctoral Student Collaborative Partner-Rodney

Evaluation

Collaborative Adult Learning Project Evaluations

Leah

Jonathan

Rodney

Reflection

References

Learning Tasks

Author: Richard S. Baskas

Introduction

Learning Activity

Learning Task One: How to Teach 9-1-1 Dispatching to a Small or Medium Group

Learning Task Two: How to Teach 9-1-1 Dispatching to a Larger Group

Practice and Feedback

Process of Providing Feedback: Collaborative Groups

Teacher responsibilities

Student responsibilities

Process of Providing Feedback: Discussions

Teacher responsibilities

Student responsibilities

Assessment

Learning Task One: How to Qualify Firefighters to Become 911 Dispatchers

Rubric: Learning Task One

Learning Task Two: To Provide an Awareness of How 911 Dispatching is Taught

Rubric: Learning Task Two

References

Section Six: Adult learning: trends, issues, global perspectives

International Bloggers

Author: Richard S. Baskas

Enhancing Learning

Blogging Comfort Level

Experience in Blogging

Use of Blogs

References

Scholarly Position Paper: How to Motivate Military

Veterans to Participate in the GI Bill

Author: Richard S. Baskas

Problem Statement

Explanation of the Problem

Call to Action

Sustainability Plan

References

SECTION SEVEN: RESEARCH TO PRACTICE: PRACTICE STUDY

Research Proposal Quantitative

Author: Richard S. Baskas

Problem Statement

Research Question

Hypothesis

Null Hypothesis

Non-Directional Hypothesis

Directional Hypothesis

Variables

Research Design

Population and Sampling

Instrumentation and Materials

Data Collection and Analysis

References

Research Proposal Qualitative

Author: Richard S. Baskas

Problem Statement

Research Question

Research Design

Sampling and Site

Instrumentation and Materials

Data Collection and Analysis

References

My Goal Statement

T he doctorate program that I intend to enroll in, which is through Walden University, is the Doctor of Education (Ed.D.) with a specialization in Higher Education and Adult Learning . With my extensive education and work experience, my goal would be to understand the philosophy and methods of how adults learn and apply this towards how to motivate them to learn. With this, they would learn how to improve their portfolio or skills in becoming more productive in their personal, current professional and future careers. The following assessment will explain my intention and goals of the application into the program.

Personal/Professional Goals

My interest in graduate school came about soon after having separated from the United States Air Force as active duty. Since the last half of my military career, I felt as if my prior education wasn’t being put to the test and that I wasn’t being challenged enough. In order to determine what I felt would be needed to become more productive in society, I then began contemplating my future and how I could improve it. Due to my tutoring experience and comments from these elementary school students and their teacher in the actual school setting, I felt that I could be best challenged in the teaching and research profession. When I became a civilian in 2004 separating from the military, I unfortunately was very naïve of what was expected of me when applying for a teaching position in the secondary school system. It wasn’t until after being interviewed by principals and not being accepted for a teaching position, in addition to not having taken the required certification tests, that I then decided that I needed to update my portfolio. Since it had been in 1990 that I had earned my undergraduate degree in Biology, I was nervous about going back to school but felt it was a necessary endeavor. But I soon convinced myself that in order to better prepare myself as a more professional educator, I would have to enhance my education and teaching skills in competing with other educators, and therefore, would need to return to school. Having already been approved for the Montgomery G.I. Bill, I felt this was a perfect opportunity in beginning my new career in education. It was through online researching for a teacher program did I find a Master of Arts in Teaching program in Science Education at the University of South Florida in Tampa.

It was during my last year in my graduate year that I soon realized that with my eligibility of the Post 9/11 GI Bill that I could continue on into the Ed.D. Program and become even more valuable to the school system by considering teaching in a college environment. After having personally experienced both secondary and college level courses, I realize that there’s a significant difference in the mentality of students of both levels. As an educator, I would feel better knowing that when I teach, my instruction won’t be wasted as students would need this coursework for their specialty. And in doing so, I have developed my personal goals of the program towards older adults, (1) to research andragogical theories relating to adult learning; (2) synthesize methods of motivation based on these theories to improve their content acquisition; and (3) assist them in utilizing their current educational and work experiences to improve their skills and portfolio in their current and possible future occupations.

One example of having assisted adults involved my recent position as a (civilian and military) 9-1-1 emergency dispatcher at MacDill AFB in Florida. Our military and civilian personnel were constantly trying to keep current with their training which also included being trained as a dispatcher. Through my experience, I found that all our employees had different educational backgrounds and work experiences. Our office environment could only accommodate at most two students at a time due to the lack of adequate office space. My instruction usually was always inquiry-based, asking the students what they knew of a particular piece of equipment and how it would work. Training began with asking them if they knew of the equipment and how they would operate it. Learning the operations and answering of the administrative phones as it was of primary as this was used more commonly than the other instruments in the office. While still learning these phones, the students would be taught the operations of the other computers. They would handle all the phones while learning the other equipment. They would also observe how the dispatchers handle emergency calls. If they already knew of its operation, I would ask them to describe it. When this was done to my satisfaction, we would proceed to the next item. If they weren’t familiar with it, I would describe its operation. The student would be given a scenario and asked how they would handle it. Training would be complete only when the student felt competent enough to handle the tasks independently.

After having spoken to my enrollment advisor for the Richard W. Riley College of Education and Leadership, regarding my goals she advised me that the Ed.D. in Higher Education and Adult Learning would be my best track. Once after having earned my Ed.D. I plan to use my work, life and educational experiences in sharing, guiding and transforming adults into becoming the best they can be in their current profession or career changes.

Academic Experience

It was my undergraduate experience that I was having a difficult time trying to decide what profession I really wanted to specialize in. Since having done very well in high school A.P. Biology, I had then decided that I wanted to pursue becoming a physician. It wasn’t until I started taking chemistry in a community college did I realize I was having a problem understanding its concepts. I became discouraged and ended up having to change my major a few times between Medicine and Biology. Once after having graduated with my Bachelors in Biology, I still hadn’t decided what to do with it. I felt that I had wasted my time not having a goal. My GPA resulted in being average throughout my educational career.

It wasn’t until after having served in the military that I began realizing how valuable my education could become if only I knew how to go about salvaging what I had and putting it to good use. Through my military career, I gained a tremendous amount of experience and education and felt that I had a responsibility to share this with the younger generation or possibly, older generation. Soon after arriving at my first duty station as active duty, I realized that my undergraduate degree could help me in pursuing, and did earn, my second associate’s degree, A.A.S. in Fire Science. This would be my first time having paid for my education as my parents put me through college. Once realizing the financial burden of what it takes to pay for school, I began appreciating school and my grades began to improve where I eventually did earn the A.A.S.

Research Experience

My earliest involvement in research began during my first year in the military when I became interested in my genealogy. After having learned of my cultural background from my parents, I began to become interested in my family history and wanted to begin writing, especially since I felt that this skill could become handy if and when I would attend graduate school. After 15 years of research, my first book was published on my mother’s side, Cornelius Melyn, 3rd Patroon of Staten Island, New York: His Children and Some Descendants. Philadelphia, PA: Xlibris Pub. Co, 2008. This entails the biography of my ancestor, Cornelius Melyn, and the troubles he faced while establishing a colony on Staten Island. At the same time, I was also researching another book but on my father’s side, My Family History: Pioneers of Leavenworth, Kansas and Custer County, Montana: Descendants of Kanelly, Roache, Pike, Barry, Baskas and McMahon. Philadelphia, PA: Xlibris Pub. Co., 2007. In 2010, the