(This is a work of fiction.)
I had no idea when I took this job of managing this adult education center of the challenges I would experience. It has been a marvelous growth opportunity, but I must say there are days when I almost admit defeat. I thought managing this center would be mostly about providing high quality courses and instructors to my clients. I had no idea I would be spending so much time on budgets, making decisions about facilities, equipment or even making recommendations on how the courses are taught.
When I look back at this history of adult education, times have changed – or have they? The “problem” of adult education is nothing new, although maybe it is new to the generation of teachers I am working with. I guess from an experience perspective, I cannot really hold the teachers all at fault; I have not been doing this for very long either. When I go back and look at the writings of Dewey and Knowles, I can see how their thinking applies still today. Consequently, I have to draw the conclusion that while the demands of the students, the capabilities of the teachers and technology have all changed, the basic philosophy has remained more or less consistent.
Providing all the services we offer to our adult students creates a vast number of challenges. I have to make sure we have adequate facilities and classrooms to accommodate all of our students including basic services such as refreshments and restrooms. Because some of our students are on site all day, we needed to install a small cafeteria since the local restaurants are overcrowded with the local workforce and cannot accommodate the students.
Students want relevant courses to satisfy their particular situation and do not want to deal with the esoteric. The basic literacy and GED courses are not so much a problem, but the courses for our associate and bachelor degree programs must be competitive and up to date. Sometimes, we need to even be slightly ahead of the “curve” in parts of the course content because of the proximity of some high tech companies and either interest in our facility and students by those companies, or interest in working for those companies by the students.
The content and course management is only part of the challenge I am faced with. The overall day-to-day administration and organization of the center is similar to operating a small company. We have organizational culture issues affecting staff morale, and teachers who prefer to “look down” at their students than see them as equals. This is one area I know there has been a lot of research on, but it would be beneficial to conduct some long-term studies with some adult students to understand their perspective over the longer period.
Knowing the longer-term impact of decisions make from an organization perspective would have a significant impact on my ability to know if the decisions were the right ones. Too often, we do not see the expected benefits quickly and programs are pronounced failures without giving them a fair shot at success. More research on the expected time to see a specific set of benefits from program, and course material changes would improve change and increase the probability of success.
The second part of that same research would include how to address teacher adoption of new programs and bring them on board so they can have a positive impact on the program. I frequently have to deal with situations where teacher respond that they have seen similar things fail, and I am almost at my wit’s end trying to help them understand the positive benefits from their perspective.
Coupled with the ongoing administration challenges is managing my financial and budget targets. Even though we are part of a school district and are allocated funds from the district, we are expected to use tuition as a major component of our financial management and be almost fully self-supporting. The once a year allocation from the school district is not enough to run the operation and there are no handouts from the district over the year. This means any additional improvements must be funded through grants.
Despite the challenges with the budgets, bringing state of the art technology into the classrooms is the biggest challenge I have. I have a fully equipped computer lab with the latest computers, network equipment, and software. However, I would like to see more research on how effectively apply this technology across a wide variety of educational programs so every student can benefit. Currently, the students getting the most use of the lab are in technology and science programs, leaving the arts, humanities and other areas with little opportunity or unclear ideas on how they can best apply this technology to their programs.
The students and faculty also want to expand the wireless network and support portable digital assistants (PDA) and tablet computers in the classroom for note taking, presentations, and data collection. While there has been a lot of research published, it often consists of highly specialized situations, case studies, or software implementations that do not cover our needs. Broader based research on integrating leading edge technology into the program and providing the faculty with the inservice training and support necessary to use it is an absolute must.
In many respects, our technology program could benefit from onsite technology coordinators and instructional design support staff, but the budget is not there to provide those support roles at this time.
This brief paper reflects upon my role as an adult education administrator and highlights some of the challenges I face on a daily basis. It also highlights the need for continued research into areas such as administration and technology implementations. Only through continued research and application of that research in practical situations can education centers such as ours really demonstrate the vast capabilities and services we have to offer the community.