As a student in the Master of Art/Adult Education and Training Program at the University of Phoenix I gained important knowledge and skills for working with diverse adult learners in multiple settings like corporate training, professional development, community college instruction, and other college or university positions. Following is a short summary of some key elements from the 35-credit program. Under the tabs 'required assignments' and 'additional coursework' are examples of my projects in facilitating instructional strategies, design, and assessment strategies, plus selected papers on critical issues and trends in adult education, the use of technologies, perceptions on community colleges, the needs of diverse adult learners, and a quasi-experimental action research project that examines learning styles and retention in the online learning environment.

Andragogy is a theory in adult education developed by Malcolm Knowles in the 20^thCentury that asserts adults seek out learning based on relevance to their lives, need to have a reason for learning, and a wealth of life-experiences from which to draw; adult learners are self-motivated and responsible for their own learning decisions, and tend toward problem-solving rather than content (Knowles, Holton, & Swanson, 2005).

Adults have different abilities, interests, and learning styles. Clark (2008) describes learning styles as “a student's consistent way of responding to and using stimuli in the context of learning” (para. 1). Various models classify learning styles differently, though according to Chapman (2009), a number of learning styles models is advantageous because “the more perspectives you have, the better you see and understand your own personality and learning styles” (para. 7).  Perhaps the simplest model is VAK (Visual, Audio, Kinesthetic [hands-on]).  Most people have a strong preference for one or two learning styles, but I believe most learners benefit from instruction that accommodates multiple learning styles regardless of preference. Assessments are important tools that instructors can use to determine learner knowledge, skills, strengths, and effectiveness of instruction. Like instruction, the use of assessments should consider learning style preferences and abilities.

Evolving technologies are expanding education. The possibilities are endless. Technology affects instruction and learning, connects people globally, and allows access to world experts in every field (See the related paper under additional coursework).

Adult learners deserve facilitators who are professionals, trained in the art of educating. I believe the Master of Arts/Adult Education and Training Program at the University of Phoenix prepared me to be one of these excellent professional facilitators.

Chapman, A. (2009).  Free VAK learning styles test. Businessballs.com.

              Retrieved May 12, 2009 from http://www.businessballs.com/vaklearningstylestest.htm

Clark, D. (2008). Learning styles and preferences. Big Dog, Little Dog, Jump productions. 

              Retrieved from http://www.nwlink.com/~donclark/hrd/styles.html

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive

             classic in adult education and human resource development (6th ed.). [University of

             Phoenix Custom Edition e-Text]. Burlington, MA: Elsevier. Retrieved from University

            of Phoenix, AET 530 website.