Christina Van Wingerden

Portfolio Synthesis Statement

AHE Learning Outcome 3: Adult Learners

Learning Outcome 3: Adult Learners
Develop knowledge about the changing nature of adult learners (e.g. backgrounds,
characteristics, needs, capacities, and worldview), relating that knowledge to their
educational and developmental needs.

Literacy and Adult Learners: Building Awareness and Culturally Responsive Community is a
workshop I developed in the CCE Literacy class. This workshop is geared towards those
who work with others to bring attention to literacy issues and creating environments which
are sensitive and aware. I chose this artifact and topic as I think literacy is misunderstood
and not at the forefront of discourse, policies, curriculum design and teaching methods as
much as it should be.

The literacy workshop is designed for organizations, like Whatcom Literacy Council and
other non-profits, public organizations and companies, to take the time to consider literacy
issues and train their staff in working with and training adults. There are many facets we can
look at daily in organizations related to literacy, how we give instructions, acquire
information, jargon and communication, discourse, examining broader issues of
environments and diverse contexts adult learners enter our settings with. Sens Capability
Model (1979), is one example of becoming aware of the individual and collective; the
quality of peoples lives when considering literacy in educational and work settings (St.
Clair, 2005, p. 34). This workshop can be for the individual or completed as a group with
time for self-reflection and writing. Discussion sections of each area may be built into this
curriculum quite easily. The sections of the workshop are as follows: Literacy [What do
you know? Introduction to], Keeping literacy in mind, 3 views on literacy, informal
assessments, identifying jargon and communication, literacy capability model, environment,
writing outcomes for adult learners, cultural literacy and discourse, developing ground rules,
courageous conversations, culturally responsive teaching, and a who am I section.
Reflection activities are built in after each section. This workshop is useful in providing
information about a topic that is not often addressed when training and educating adults to
work with other adults in either volunteer, training, or educating capacity.

Continually learning about adults, their histories, stories, cultures is important to me. I have
experienced myself identify development and have learned through others stories, adult
learners have diverse needs, goals, and support systems. For example, transient populations
have so much more to think about than academics. Real issues of perception in a new
community, who and where are the resources, figuring out the social cues as well as a social
fit and preparation for school curriculum. The family environment provides stability but can
also be isolating when building relationships outside may seem impossible. Being behind
academically and not understanding having to work harder to catch up in trying to gain
skills, knowledge, and education to have a better life. This was my story moving and
experiencing seven schools in five states. Immigrants often experience these similar barriers
and undocumented students have even more on their shoulders as they try to navigate a
system that is unwelcoming in so many ways.

Christina Van Wingerden
Portfolio Synthesis Statement
AHE Learning Outcome 3: Adult Learners

The knowledge and skills I have acquired through the literacy class are grounded in Sens
Capability Model (1979), culturally responsive teaching (Flippo & Caverly,2000), literacy as
practices and critical reflection/action (Cushman, Kintgen, Kroll, Rose, 2001) and adult
education programs available through Washington state addressing literacy on many levels.
I recognized I had my own literacy issues coming into higher education, which I had to
overcome and persist through. As an adult educator, keeping literacy issues in mind, will
help me to pass on the empowerment I have received through access to furthering my own
education.

I will continue to practice culturally responsive teaching (Flippo & Caverly, 2000, p. 71) is
one way I can be an effective educator and ally. Culturally responsive teaching demonstrates
cultural caring and involves building community. This concept places teachers in a role of
ethical, emotional, and academic partnership with ethnically diverse students; a partnership
that is anchored in respect, honor, integrity, and resource sharing (Gay, 2000, p. 15 as cited
in Wang 2009, p. 259). Culturally responsive teaching is important in the context of working
with adult learners as we need to be welcoming, aware, sensitive and skilled in working with
diversity of populations in the academic and work arenas. Knowing and understanding our
learners, their cultural characteristics, experiences, and personal perceptions brings
personal meaning in our adult learners education (Wang, 2009, p. 359). An example of this
is being on the teaching team of a peer educators class which was the most diverse class I
have experienced at Western. Co-teaching, facilitating and coaching a small group of
students as a faculty advisor for a quarter project informed me of the importance and gift of
learning and embracing others and their histories and cultures. I learned as much from the
students or more than they learned from me. We ended the group project with the other
faculty and a dinner at my home. I designed a peer appreciation activity for this group; it was
moving to see what they said to one another and how they had learned from each others
perceptions. The group then decided to practice the activity with me and we all were in a
bubble of awareness and appreciation of what we all had learned and the importance of
making space for the individual, culture, and diversity. Designing curriculum, teaching
methods, and resources for adult learners, with culturally responsive teaching in mind, will
help me as an adult educator to embrace culture by bringing in different methods, images,
idea representation, while allowing adult learners to experience different ways of realizing
the content and freedom in reflection and expression of their learning.

References

Cushman, E., Kintgen, E.R., Kroll, B.M., & Rose, M., Eds. (2001). Literacy: A critical
sourcebook.
Boston: Bedford, St. Martins Press.

Flippo, R.F. & Caverly, D.C. (Eds.). (2009). Handbook of college reading and study strategy
research, 2
nd
Edition. New York: Routledge/Taylor & Francis Group.

St. Clair, R. (2010). Why literacy matters: Understanding the effects of literacy education for
adults.
Christina Van Wingerden
Portfolio Synthesis Statement
AHE Learning Outcome 3: Adult Learners

Leicester, U.K.: National Institute for Adult Continuing Education.

Washington State (2013). Adult Basic Education. Retrieved April 17, 2013, from
State Board for Community and Technical Colleges:
http://www.sbctc.edu/college/e_abe.aspx

Washington State (2013). General Education Development. Retrieved April 17, 2013, from
State Board for Community and Technical Colleges:
http://www.sbctc.ctc.edu/public/y_ged.aspx.

Washington State (2005, December). I-BEST Research Report: 05-02. Retrieved April 17,
2013,
from State Board of Community and Technical Colleges:
http://www.sbctc.ctc.edu/docs/data/research reports/resh 05-2 i-best.pdf