21st Century Students Need 21st Century Professors: Applying the Servant-Professor Paradigm

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21st Century Students Need 21st Century Professors: Applying the Servant-Professor Paradigm. Dr. Janet McNellis Holy Family University. Dr. Dionne Rosser-Mims Troy University. Overview. Challenges with Teaching Adult Learners Adult Learners Today Faculty Today Servant Professorship - PowerPoint PPT Presentation

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21st Century Students Need21st Century Professors: Applying the Servant-Professor Paradigm

Dr. Janet McNellisHoly Family UniversityDr. Dionne Rosser-MimsTroy UniversityOverview

Challenges with Teaching Adult LearnersAdult Learners TodayFaculty TodayServant Professorship Putting Theory to PracticeChallenges with Teaching AdultsWhat are the most pressing challenges you have encountered while teaching adults?

3Challenges with Teaching AdultsWhat solutions have you tried?

4Faculty TodayHow would you describe the appropriate role of a college professor today?

5

Adult Learners TodayDemographics75% of undergraduate students are 24 or olderMany students are first-generation college studentsDiverse student populationi.e., race, age, culture, economics, and professionWorking adultsRise in underemployed/unemployed adult student population

6Adult Learners Today, cont.Learning CharacteristicsMultiple learning styles and preferencesDifferent stages of self-directed learningPrefer for learning to be practical and relevant to personal and professional life experiences Learning ContextWhat else is going on in the students life?Are Maslows lower-level needs being met?

7Paradigmatic shift in view of the teacher-learner relationship.

Servant Professor one who effectively supports, manages, and guides his or her students developmentThe guidance is tailored towards each individual students highest priority needs (Kitahara & Hannay, 2008, p. 6).

Educators who are servant professors believe it is an educators role to integrate work, academics, and leadership to promote the personal and spiritual growth of others and ourselves (Derrick & Jordan, 2009; Greenleaf, 1977).

Changing Students Requires New Paradigm8Servant LeadersRobert K. Greenleaf (1970) states:

There is an important difference between someone who takes a leader-first versus someone who takes a servant-first perspectiveThe difference manifests itself in the care taken by the servant-first to make sure that other peoples highest priority needs are being served.

9Servant Professor RolePrinciples of Servant Professorship11Principle #1: ConnectednessBetween the professor and the learners. Both learner and professor play important roles in students learning process Roles are not mutually exclusive. Professors knowledge, expertise and leadership guides student learning experiences. However, effective guidance can be provided only if the professor solicits from the students their goals and learning expectations. 12Principle #1: ConnectednessCan you provide an example of when you have experienced connectedness in your classroom or observed it in other classrooms?However, effective guidance can be provided only if the professor solicits from the students their goals and learning expectations. 13Meaningful and significantNew material presented in a manner that closely resembles its use in real world Promotes:Higher-order thinking, Depth of knowledge, Connectedness to the world beyond the classroom Substantive conversationSocial support for student achievement. Principle #2: Authentic Instruction14Principle #2: Authentic InstructionCan you provide an example of when you have experienced authentic instruction in your classroom or observed it in other classrooms?However, effective guidance can be provided only if the professor solicits from the students their goals and learning expectations. 15Feeling empatheticNeed to watch knee-jerk responsesStudents life experiences, problems, feelings enter the classroomWork, school, and life balance challengesAssume students does not know how to overcome issuesKeep Maslows hierarchy in mindShowing empathyLet students know you understand and careRefer students to appropriate support servicesMaintain requirements and academic standardsLet students know its OK to take a break from school until they get their issues worked out

Principle #3: Empathy16Principle #3: EmpathyCan you provide an example of when you have experienced empathy in your classroom or observed it in other classrooms?However, effective guidance can be provided only if the professor solicits from the students their goals and learning expectations. 17Putting Theory into PracticeUsing the principles of Servant Professorship, what other activities can we employ to address the challenges professors face when teaching adult learners?

18Concluding ThoughtsEducation for Transformation . . .Arreola, A. R., Theall, M., & Aleamoni, L. M. (2003). Beyond scholarship: Recognizing the multiple roles of the professoriate. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, IL. Retrieved from http://www.cccs.edu/Docs/dev-ed/Scholarship%20of%20Teaching%20and%20Learning.pdfBoyer, E. L. (1997). Scholarship reconsidered: Priorities of the professoriate. San Francisco: Jossey Bass.Galbraith, M. W. (Ed). (2004). Adult learning methods: A guide for effective instruction. Malabar, FL: Krieger Publishing Company.Gear, M. R., Krumrei, E. J., & Pargament, K. I. (2009). Development of spiritually-sensitive intervention for college students experiencing spiritual struggles: Winding road. Journal of College & Character, X(4), 1-5. Retrieved April 22, 2009, from http://www.collegevalues.org/pdfs/winding_road.pdfGreenleaf, R. K. (1970/2012). The servant as leader. Quoted in The Robert K. Greenleaf Center, Inc. http://www.greenleaf.org/whatissl/

ReferencesKasworm, C. E. (2003). Setting the state: Adults in higher education. New Direction for Student Services, 2003(102), 3-10. DOI:10.1002/ss.83Kirstein, K., Brommer, S., Cholewinska, A., Diamond, J., Flores, K., Gunhold, R., Kelley, G., & Minor, M. (2011). Authentic instruction and online delivery: Proven practices in higher education. In I. Candel Torres, L. Gmez Chova, & A. Lpez Martnez (Eds.) Proceedings of the International Conference of Education, Research and Innovation (pp. 5645-5652). Madrid, Spain: International Association of Technology Education and Development.Macfarlane, B. (2011). Professors as intellectual leaders: Formation, identity, and role. Studies in Higher Education, 36(1), 57-73.Merriam, S. B., Caffarella, R. S., Baumgartner, L. M. (Eds.). (2007). Embodied, spiritual, and narrative learning. In Learning in Adulthood: A Comprehensive Guide (3rd edition) (pp. 189-207). San Francisco: Jossey-Bass.Tisdell, E. L. (2003). Exploring spirituality and culture in adult and higher education. San Francisco: The Jossey-Bass.

References, cont.

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