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Stepping back and forging ahead: Considering conceptual frameworks in working toward program development.
Keywords
Conceptual Change, Program Development, Frameworks
Session Abstract
Program development/change is fraught with challenges that often develop into roadblocks for those who serve adult learners in Higher Education institutions. This session will explore the how Conceptual Change Theory can inform those who work in these challenging environments.
Session Description
This session will focus on Conceptual Change Theory (CCT) and its applications in challenging workspaces. Higher education institutions are often rather fixed and inflexible in their approach to mission and programming, and this has often created conflict for adult educators attempting to implement programs and introduce changes that meet the needs of non-traditional learners. We will discuss CCT as a undergirding framework for understanding these conflicts.
The current COVID-19 crisis and the subsequent unemployment crisis will inevitably impact the number of adult learners seeking higher education in the coming days. In addition, the uncertainties regarding how education will be delivered will continue to challenge the "normal" in education institutions. In this context adult educators can greatly benefit from the content of this session.