American Scholars Press

Gabriele Strohschen, a native of Berlin (FRG), completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She worked in Chicago's historically disenfranchised communities until joining joined DePaul University as director for the graduate programs at the School for New Learning in 2003. Dr. Strohschen conducted action research, program design and evaluation, and teacher training in Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. In Afghanistan, she completed a program evaluation project for the Afghan Ministry of Education’s Women Literacy Project, funded by UNESCO, with Dr. Elazier. Retired from DePaul University with the title of professor emerita, she collaborates with community residents, organizations, institutions of higher education, students, artists, and activists in social justice projects, virtually around the world and locally at her Pilsen Storefront in Chicago. She provides program and resource development along with teacher training services and is currently spearheading the development of an international advocacy and training institute for the education of adults. “Dr. G.” has been working with American Scholars Press since its inception. gstrohsc@depaul.edu

Suwithida Charungkaittikul, EdD, Director of General Education at CU, is presently Full-time Professor in the Division of Non-Formal Education, Department of Lifelong Education, Chulalongkorn University, Bangkok, Thailand. Suwithida received her PhD in Non-Formal Education at CU in 2011, after taking a year-long Andragogy research scholarship at LU from August 2010 through July 2011. She managed the Andragogy Exchange Program between CU and LU, which saw 33 CU Master and Doctoral Students, each studying the andragogical processes and theory for one semester in residence at LU while enrolled in two andragogy courses spread out during a period of seven semesters from January 2014 through May of 2016. Dr. Suwithida also returned to LU between the Fall Semester of 2016 and the Winter Semester of 2018 to complete in Residence, Post-Doctoral Andragogical Studies at the School of Education, Lindenwood University (LU), St. Charles, [St. Louis], Missouri, USA.

John A. Henschke, EdD, has been involved in the Field of Adult Education/Andragogy for 57 years since 1967. Andragogy is the art and science of helping facilitate the learning of adults. On 12/31/16, he became Emeritus Professor of Andragogy at Lindenwood University, St. Charles, MO. He has researched, tested and refined his ideas on Andragogy in the USA and 18 other countries through University Courses, Community Programs, NonGovernmental Agencies, Business and Industrial Corporations, Religious and Christian Entities, Adult Basic and Literacy Education, and worked with adult learning participants in and/or from human resource development corporations and academia from 97 foreign countries. Dr. Henschke served two years as 2014 and 2015 Board Chair of the International Adult & Continuing Education Hall of Fame (IACEHOF), is a Visiting Professor of the Beijing Radio and Television University (PRC), is a Past-President of the American Association for Adult and Continuing Education, a Past President of the Missouri State, USA / Para, Brazil Partners of the Americas, Inc, served as Andragogy Professor at the University of Missouri for 39 years and Lindenwood University for seven years. He developed Cronbach/Alpha validated for reliability his Modified Instructional Perspectives Inventory (45 item, seven factor) three times with “Teacher Trust of Learners” consistently being the strongest Factor and has been used in 33 successfully completed doctoral dissertations at 10 different universities around the world.

Lifelong learning as a future education in today’s circumstances is an essential challenge for inventing the future of our societies. Lifelong learning is more than adult education and/or training- it is a mindset and a habit for people to acquire as human being’s responsibility. People are living longer and, in some parts of the world, healthier lives. Longer lives must be planned for. Societal aging may affect economic growth and many other issues, including the sustainability of families, the ability of states and communities to provide resources for older citizens, and international relations. It is, therefore, the role and responsibilities of all sectors to seek a better model to develop this particular.

aging population, andragogy, learning/society, lifelong learning

Carrie Boden, PhD, is Professor and former Chair of the Department of Organization, Workforce, and Leadership Studies at Texas State University. She has designed and taught courses in traditional, hybrid, and online formats, and has developed and overseen the implementation of several online program initiatives for adult learners. Her research is primarily focused in the areas of adult learning theory and practice, specifically credit for prior learning and transformative learning. She has produced numerous articles, book chapters, conference presentations, grants and funded projects, and academic books. Her work has been disseminated nationally and internationally, and she has been recognized for her work with several teaching, innovation, and service awards.

Catherine A. Cherrstrom, PhD, is Regents’ Teacher and Associate Professor at Texas State University in the Department of Organization, Workforce, and Leadership Studies, which primarily serves adult learners and nontraditional students. Prior to joining the academy, she worked in the financial services industry for over 25 years, leading teams and serving business clients, most recently as a business banking market executive. Her research interests include nontraditional students and credit for prior learning; STEM knowledge and teaching development; and adult development and transition in the workplace and higher education.

Kandi Pomeroy is a former graduate research assistant in the Department of Organization, Workforce, and Leadership Studies at Texas State University. She is now an Adjunct Professor in the English and Education Department at Northeast Lakeview College.

Credit for prior learning (CPL) creates opportunities for underrepresented groups to thrive as individuals and contribute to their families, communities, and countries. Systematic literature reviews use rigorous methods to identify, collect, and analyze relevant literature for the purpose of creating new knowledge. The current review examined the use of CPL beyond the United States to create opportunities for underrepresented groups. Inclusion criteria comprised peer reviewed journal articles published in English over a 10-year period, with credit for prior learning (CPL) or related terms appearing in an article’s abstract and at least five times in the body, and a purpose or objective of using CPL to create opportunities for underrepresented groups. Data collection used the matrix method to systematically capture data, and data analysis used frequency and characteristic analysis and thematic coding. Major findings included underlying frameworks to examine CPL and identify opportunities as well as four recurring themes—ideological and practical implications for CPL assessment, CPL for upward social mobility, epistemological intersection of nontraditional learning and traditional institutions, and challenges of and solutions for language difference—offering implications for CPL programs and practice.

credit for prior learning (CPL), prior learning assessment (PLA), recognition of prior learning (RPL), prior learning assessment and recognition (PLAR), underrepresented groups, immigrants, frameworks, opportunities

Justin Montello received his PhD in Teacher Leadership from Concordia University Chicago and  holds a B.S. from Kent State University in Middle Childhood Education and a M.A. in Educational Leadership. He is a middle school teacher in Ohio with over 12 years of experience teaching English language arts and social studies. His young adult fantasy novel, Grow, was published this year by Olympia Publishers. Dr. Montello He is a proud husband, father, and leukemia survivor. justinmontello7@gmail.com

This article discusses the topic of career education in the United States. It provides a brief history of Career Technical Education (CTE) along with legislative changes from the early 1900s to present day. Studies surrounding CTE in elementary to postsecondary school, along with notable benefits for students are presented. Benefits of early CTE programming increased graduation rates, indicated higher student attendance, showed higher academic engagement, and found students reported increased personal confidence and motivation, less stress, and enjoyment of meaningful learning opportunities. These findings were consistent across learners and school districts, irrespective of socioeconomic status. Middle school is identified as a significant time to implement CTE programs as students develop self-realization and self-exploration during adolescence. Despite Every Student Succeeds Act (ESSA) and Perkins V are federal laws calling for CTE programs at the middle and high school level, barriers to preventing successful implementation of such programs remain. To overcome such barriers, administrators and teachers are advised to provide appropriate professional development (PD), and being cognizant of the benefits associated with CTE programs. Overall, this article identifies the need for CTE in middle schools.

career education, CTE, CTE in the United States, CTE in middle school, CTE benefits, student perceptions, differently-abled learners, student academic engagement

Mwannesi Wade is a Senior Instructional Designer and Educational Project Manager at Acclaro Research Solutions Inc/FEMA (Federal Emergency Management Agency). She is currently an active Consultant, Coach and Facilitator in the field for organizations like Edstutia, Liberty Mutual Insurance, Albizu University, GreyOrange and more. She is a published author. Mwannesi is currently pursuing a doctorate in the field at Vanderbilt University and working hard to found her own learning solution design organization. mwannesiwade@gmail.com.

In today’s rapidly evolving educational landscape, diversity, equity, and inclusion (DEI) has increasingly emerged as a priority in learning design. By analyzing current educational disparities and examining the potential biases in AI criteria, input, and systems, this White Paper highlights significant challenges and opportunities present within these topic areas. Based on a detailed review of scholarly sources and case studies, AI-driven technologies can be a potential catalyst for inclusion and for ways to mitigate the risk factor of perpetuating inequities. Key focus areas include adaptive learning systems, personalized learning paths, and predictive analytics in education, all examined through a DEI lens. I argue that a deliberate and mindful integration of AI in learning design can lead to more equitable and inclusive learning environments and can help foster a sense of belonging that drives improved access to quality education for historically marginalized groups. Additionally, the paper presents best practices and guidelines for developing and implementing AI tools that align with DEI principles. Ultimately, this white paper aims to provide educators and learning designers with actionable insights to create inclusive learning experiences through ethical AI integration. By prioritizing DEI in the design and application of AI in education, we can move towards a future where every learner can succeed, regardless of background.

AI in instructional design, DEI in learning environments, design best practices

Bushra F. Yenice is a recent graduate from Ball State University with a Bachelor of Science in Biology. She served as the first Training Future Scientist Ambassador (TFS) who conducted the year-long research of campus healthcare systems, as well as study in other biology and medical topics. The current report is the result of this research. She plans to focus her further research about healthcare systems within marginalized and historically underserved communities. bfyenice@bsu.edu

Rona Robinson-Hill, PhD, is an African American female Associate Professor in the Department of Biology at the College of Sciences and Humanities at Ball State University. She is the principal investigator of the university’s Training Future Scientist (TFS) Program. This program provides design for K-12 science methods courses, recruitment, mentoring, and supervision of TFS Ambassadors. TFS Ambassadors are undergraduates and high-school juniors and seniors, working in STEM research labs during the summer. The current research report is one outcome of the first TFS Ambassador’s full academic year participation, Ms. Yenice, a BSU Honors College undergraduate rmrobinsonhi@bsu.edu 

Although there are considerable improvements to the healthcare system in the United States, 82 % of adults experience difficulties while attempting to seek healthcare. In some marginalized communities accessing healthcare can also negatively impact the health of those individuals. This study examines the accessibility of healthcare among undergraduate students attending a predominantly White institution in the Midwest. The goal of this study was to identify healthcare barriers in a campus community and initiate a conversation that addresses areas of concern. Results illuminated the fact that students from all social and ethic classes have encountered and/or experienced obstacles in accessing healthcare services.

healthcare barriers, marginalized communities, undergraduate student population, healthcare accessibility

Frederick V. Engram Jr., EdD, is an Assistant Professor of higher education in the Peter Sammartino School of Education at Fairleigh Dickinson University. Dr. Engram situates his research in understanding how African Americans make sense of their experiences with racism, anti-Blackness, and othering in systems of higher education and criminal justice. Dr. Engram is author of Black Liberation through Action and Resistance: MOVE (2023), and several articles and chapters focusing on his scholarly research interests. f.engram@fdu.edu

The greatest lie ever told was the one that allowed us all to believe that higher education institutions (HEIs) were actually progressive. Institutions of higher learning have been successful in creating a mirage of progressivism. If anything, HEIs are late to the party and are slowly playing catch up. The targeting of spaces aimed at making marginalized campus-stakeholders feel seen and supported is further proof of the actual conservative right-winged nature of higher learning. An institution truly steeped in forward thinking and progressive practices would stand up in the face of racism and sexism, yet they bow down. This op-ed aims to create intentional dialogue regarding the ongoing relationship with HEIs and anti-Blackness.

Anti-Blackness, HEIs, progressivism, higher education, performative diversity