September 2014 Monthly Summary

Jennifer Warrner: I commented on Jan Miller and Ross Reynolds' monthly summaries in Group 1.

Sarah Smurr commented on: Troy in Group 5 and Darcey in Group 4
Carrie Clymer Comments in Blog: Nina's September Summary and Sarah's September Summary

The semester is moving very quickly, and I find it hard to believe that it is almost October!  To this point in the semester, the main work on the group project has been selecting groups, creating the group blog, and finalizing plans for the Leading Adult/Community Educators assignment. Once our group was established, Sarah Smurr quickly created the group blog. I was very grateful that she did that for the group! This is my first blog experience, so it would have taken me much longer to create a blog! The first component of the group project was actually an individual assignment, so each group member was responsible for writing her own History of Adult/Community Education paper and posting it on the blog. For the Leading Adult/Community Educators assignment, all of the group members have been communicating via email to determine how we want to divide the required components of the assignment and what educators we want to profile. We decided to divide into pairs and each pair work on researching one educator. One group member will then combine the research on both educators into the final paper and create the required table. We were able to identify two educators to research for the assignment.  A deadline was set for each person to have her work to the group member who will combine the paper. Once the paper is complete, each group member will be responsible for submitting it in Blackboard and on the group blog. At this point in the group project, there have been no challenges.

Next month will be a busier month for the group project.  The leading Adult/Community Educators paper is due in early October, and the Unique Adult/Community Education Programs paper is due near the end of October. After the first paper is completed and submitted, we will have to develop our plans and ideas for the Unique Adult/Community Education Programs paper. I look forward to working with my group on this project for the rest of the semester!

Sarah Smurr Summary

Project Goal: Comprehensively explore adult education from different aspects

Group Make-up

The first aspect of adult education our groups will explore (as a group) is Leading Adult/Community Educators.  We have four members in our group with very good communication speed and clarity and strong decision making mixed with flexibility.  Our group is working very smoothly and efficiently.  I also really like the balance of our group.  Whenever there is a need, someone seems to step up and take on a leadership role.  I do not yet feel like one person is managing the group, although it seems like Jen may be rising to that role.  I really appreciate Jen’s proactive approach and give her organization props.  She also has a very positive tone via email, which makes me happy to hear from her and work with her.  My only worry is Carrie getting connected to the blog.  There may be some technical issue going on with her.  I hope to resolve that with her this week.

Project Process Summary

Jen emailed the group with a plan of action.  Since there are four of us, she suggested we divide into pairs and tackle two educators that way.  We all quickly and thankfully agreed.  Everyone was also open to working with everyone and topics were also very flexible.  Nina wants to do Madame C.J. Walker and will work with Carrie.  I suggested Rachel DuBois and will work with Jen.  Jen also plans to take on the role of compilation, so we will send her our individual efforts by Saturday and I will compensate her efforts by doing a bit more of the writing/research of DuBois. 

Next steps

I want to resolve the blog/Carrie issue by Thursday.  I am at the end of a “session” which is like a semester for my teaching job (we do two sessions in every semester).  I am very overwhelmed and overworked right now with no down time.  I’m mostly just trying to survive and do whatever is most pressingly on my plate.  Thank goodness for Jennifer.  I usually would be way ahead of the process by now, but haven’t actually even started working on this (sorry Bo!).  My boss also asked me to babysit her kids on Friday, which I now regret agreeing to but feel like I can’t back out.  I plan to do a lot of work on Saturday, but I don’t want to give it to Jen too late in the day.  I will do it as fast as I can but will probably give Jen a heads-up about this situation in case she doesn’t read my post.  (smile)


Nina M. Monthly Summary

     Throughout this month - I have felt very fortunate to discover that I have three wonderful group members that I will be working with this semester.  Sarah was quick to create the link for our blog, and Jen was kind enough to get the ball rolling on our assignment.  I was at first excited to suggest researching information about Madame C.J. Walker and her beauty correspondence school...at least, until my children told me they learned about her in school.  Now, I am concerned that everyone in my group will have already learned about Madame C.J. Walker during elementary school and not find her history interesting enough for the assignment.

    This month has been a challenging month as I am still trying to adjust to my new work, school, and children's school schedules.  I am enjoying all the information I am learning in this course and know that I am thankful to have this opportunity to learn so much about Adult & Community Education.  So far,  I really enjoyed reading about the historical significance of "Highlander Research and Education Center" and feel that having the chance to learn about this program served as an eye opening experience for me.  Knowing that adult education can serve the purpose of creating positive change, gave me hope that this is a field of study that truly make a difference.

    Though I have hope and have learned much about this educational program - I am still filled with questions and concern regarding the future of Adult & Community Education.  This is a profession which is fortunate enough to be introspective and willing to grow and change with the natural ebb and flow of community needs.  But, with the budgeting cutbacks in our society and the need to rationalize the existence of programs under corporate and government sponsorship - how do we make sure that the education programs can continue to exist and provide the services needed in our society for years to come?

    I am sure that as I continue to learn more this semester, I will have better insight in the growth and development of this important field of study and know how I might have the opportunity to make my own contribution towards its growth.

By: Carrie Clymer

September has flown by and I can't believe it is already October. The semester will be over before we know it. During the first month, the class determined the groups and set up the blog for the group discussions. Sarah was wonderful with quickly setting up the blog and I am so very thankful for that. This is my first time using and interacting with a blog. As everyone can tell, I need a lot more practice with using the blog. Hopefully I get better soon!

I was placed in a group with three wonderful women that are great to work with. For the first part of the group assignment, Jen emailed the group to get the ball rolling. Jen proposed we split the work into two groups. We decided to team up and email our individual work to Jen by Saturday. Sarah and Jen will work on Rachel DuBois, and Nina and I will work on researching Madame CJ Walker.

So far in this semester, I am feeling very overwhelmed and scared, but I am hopeful this feeling goes away very soon. I am looking forward to the rest of the semester with you all.

Smurr History of Adult and Community Ed.: 1920s

I commented on Joe in Group 1, Becky in Group 3, and Darcey in Group 4.

Introduction

            The 1920s in America are known as a period of progressiveness.  The time period was just after WWI, the “war to end all wars”.  But it did not do that.  Society had a sense of disillusionment on one hand, which led to a loosening of moral guidelines like clothing restrictions and public activities like smoking for women (Goldberg, 1999, p. 10).  On the other hand, there was also an explosion of change for women and minorities as well as a great deal of economic excess (Miller, 2010, p. 1).  People had more wealth and began building the consumerist society that still exists today (Goldberg, 1999, p. 10).  One of the benefits of extra income or the desire to earn extra was an investment in adult education for the purpose of social advancement.

            The social climate was about having greater freedom from the previously rigid rules of a class-based society and the giddiness of growing power for common workers with unions, and women and minorities with more equal rights.   People seemed to feel like they could shape American society themselves.  The American Dream was no longer a mirage but a reality, and more so, reform offered hope that true change could improve the lives of all citizens in society as epitomized in the life of F. Scott Fitzgerald (Miller, 2010, p. 3-10).  America, on the global stage, mirrored that burgeoning headiness of world leadership and vision that took commerce and free-trade to a whole new level and contributed to the prosperity of the time (Goldberg, 1999, p. 11). 

            In summary, the 1920s was when America had a radical shift in perspective, culture, and economy.  Power, freedom, leadership, and change ran rampant in almost all aspects of society.  It was a time that gave birth to philosophies about how society should be and could be better.  It was an ideal setting for Adult Education to organize and find its purpose.

Highlights

            The Smith-Hughes Act, passed into law in 1917, was a precursor to the emphasis on adult vocational training in the 1920s (“Smith-Hughes”, 2014).  There was rapid industrialization, urbanization, and a need for skilled workers that had not been the case previously.  Americans had preferred to have many skills, which helped them tame the unknown perils of the uncivilized frontier (Kett, 1990, p. 6).  In the 1920s, however, both industries and the unemployed converged in a common need for specifically trained skill sets.  Pragmatically, education gained from 4-year colleges was not nearly as valued as experience based, 2-year technical education where graduates had concrete, practical skills (Kett, 1990, p. 14). 

            The 1920s was also a time when engineering, business, and law schools became entities of their own.  At first, they branched out mostly as subsidiaries of colleges offered as night classes to adults, especially immigrants, who were looking to improve their opportunities and take part in what had been an elite class profession.  With the rapid business changes, people also began to see employment as a ladder rather than a static occupation (Kett, 1990, p. 21, 41).  The night classes faced backlash for this reason but would not be denied in the face of industry demands and profit potential.  These programs became more recognized as complicated, specialized knowledge and skills including management training, accounting beyond recording numbers to include trends and efficiencies, and exam preparation for CPA and the American Bar Association.  They eventually moved back to “day” classes and became recognized as structured, philosophical programs (Kett, 1990, p. 21-22).  In fact, during this time corporations founded schools that put “their stress on the inculcation of specialized knowledge, knowledge that was company-specific as well as job-specific (Kett, 1990, p. 31).  Revolutionary changes in business were significant factors in adult education at the time.  It became valuable to gain knowledge and skills before professional employment, which is a model still in use today.

Influential factors

            One influential thinker of the time was American Edward Lee Thorndike.  His theories about using the scientific approach with education can still be seen in “training” rather than “education” (Simpson, 1994, p. 9).   His theory about education was based on the human goal to satisfy certain wants.  Satisfaction, annoyance, and repetition were primary components.  Satisfiers and repetition build connections in learning while annoyers get in the way of learning (Simpson, 1994, p. 9).   This was his basis for how to motivate learners to respond.

            Another of the key contributors to adult education in the 1920s is John Dewey. He published Democracy and Education in 1916.  He thoroughly explored what it means to be a “lifelong learner” and subsequently constructed the foundation of the field of adult education and its principles (Simpson, 1994, p. 10).  His approach came from the pragmatic philosophy which was in turn derived from democracy and reliance on the collective wisdom of the masses to find meaning in life rather than depending on God or the aristocracy.  Life as learning and growth is intrinsic to both (Simpson, 1994, p. 11).  This perspective is different from the trends of the time for vocational training to add a skill that was missing.  Dewey saw the growing education of the populace to be an opportunity for holistic, social revolution through education to improve society.

            Finally, a game-changing influence on adult education in the 1920s is Eduard Lindeman. Merriam and Brockett (2007) call his foundational progressive work, The Meaning of Adult Education in 1926, a book the remains “a standard resource for articulating the philosophy of contemporary adult education” (p. 43).   He is the primary source for student centered learning, education as individual and social progress/improvement, and situational learning.  These are core tenants of the discipline today.  Eduard worked under Dewey and “is regarded as the earliest major philosopher of adult education in the United States” (Simpson, 1994, p. 11).   He built the concept of what adult education means, curriculum, methods of group learning that emphasize the learners’ experiences and situations rather than subjects, and learning as a social force rather than a vocational tool (Simpson, 1994, p. 12).  Life is the school, and learners need to first fully analyze the present context both generally and individually through group discussion before they can make conclusions about what would make the future better. 

            On the institutional front, the American Association for Adult Education was founded in 1926.    Andrew Carnegie was a huge financial contributor, although posthumously via his foundation.  His philanthropic interests during his life focused on building and sustaining public libraries since he considered them “the university of the people” (Carnegie Corp., 2014).   His foundation saw a natural extension to a partnership with The Department of Adult Education (originally the Department of Immigration Education) (Fleming, 2000, p. 3).  There are clearly divergent interests in these two entities, which is the perfect embodiment of the nebulousness of adult education as a field. In any case, Carnegie’s vision to “promote the advancement and diffusion of knowledge and understanding” (Carnegie Corp., 2014) was not an accident in the foundation of an American institution to represent adult education.  Carnegie also had the wisdom to say, “Conditions upon erth inevitably change” (Carnegie Corp., 2014).  Perhaps this beginning is the reason the professional associations that were later spawned from the American Association for Adult Education seem to have ups and downs as the field innately responds to the fluctuations of society. 

Implications

            One lesson from this decade is that education can change society.  It did in the 1920s, and there continues to be flashes of it today.  The Daily Show is a good example.   Cleverly disguised as entertainment, young people are engaged and educated about current events in a way that works because it is a revolutionary reframing of a familiar form of education (television news).  Its format of easily digestible clips and witty banter teaches viewers how to be critical thinkers and how to question “authority figures” like the news.   Young people are becoming re-engaged in social issues, which is crucial since they will be society’s shapers of the future.  Facebook is not just about forwarding cat videos.  It is now a platform to discuss divergent and controversial views and share news nationally and internationally about issues that are relevant to them.  Dialogue is the cornerstone of adult education theory.  With this piece reinstated into cultural communication, change will come.

            Another lesson from the 1920s is that change can happen rapidly.  Society had been rather entrenched in its paradigm.  Within a relatively short time of about ten years, the paradigm made a giant shift.  It is difficult to imagine nowadays what it must have been like for people to flagrantly disregard the hierarchical status quo and not only talk about how education could change society, but actually experience it for themselves.  There is so much disillusionment in society today about corporations and government both of which have grown so complex that average citizens (the vast majority) no longer understand the forces that shape their lives.  There may be a tipping point soon due to grassroots education about these shadowy entities that might topple the current status quo of income inequality and corporate interests.

            Another implication is that ideas and information are not enough.  Like the Ball State University (2014) mission statement says, “We transform information into knowledge, knowledge into judgment, and judgment into action that addresses complex problems.”   One of the biggest lessons of the 1920s is that education and change require action.  The more people know, the more they should feel compelled to act.  The Occupy Movement is a great example.  Knowing about problems, discussing solutions and forming groups of adult learners are important.  But without action, education is not being used towards the betterment of society.  Knowledge as adults goes beyond facts.  At that stage, learners are critical participants in the theories and constructs they engage in.  If there is consensus, there is almost a moral obligation to act.  Change does not happen because of thoughts.  Change is a noun and a verb. 

            In conclusion, the 1920s were the infancy of adult education.  Yet in that decade, many of the theories, people, perspectives and social developments that shaped the discipline of adult education as it exists today found form, function and principle.  It was the adult education equivalent of a “giant step for mankind.”

References

Ball State University. (2014). Our vision, mission, and values.  Retrieved from http://cms.bsu.edu/about/strategicplan2017/vision-and-mission

Carnegie Corporation of NY.  (2014).  Founding and early years. Retrieved from http://carnegie.org/about-us/foundation-history/founding-and-early-years/

Fleming, J. A. (2000).  Professional associations in adult and continuing education.  PAACE Journal of Lifelong Learning, 9, 1-11.

Goldberg, D. J. (1999).  Discontented America: The United States in the 1920s.  Johns Hopkins University Press.

Kett, J. F., & National Center on Education and Employment, N. Y. (1990). From useful knowledge to vocational education 1860-1930. Conference Paper No. 11.

Merriam, S. & Brockett, R. (2007). The profession and practice of adult education: An introduction. San Francisco: Jossey-Bass. ISBN# 978-0-470-18153-9.

Miller, N. (2010).  New world coming: The 1920s and the making of modern America.  Simon and Schuster.

Smith-Hughes Act. (2014). In Encyclopedia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/549939/Smith-Hughes-Act

Table 1. Summary of the History of Adult/Community Education

Areas	Summary
Social background	There was a great deal of social change, including upward mobility from business and industrialization development that led to vocational and societal education opportunities for adults.
Highlights	There was a huge focus on vocational training due to the needs of industry and the individual.  There were also philosophies born about lifelong learners, individual growth, experiential learning student centered classrooms, and education as social change.
Influential factors	Thorndike, Dewey, Lindeman, The American Association for Adult Education
Implications	Education can change society.  It can change society rapidly.  But only if knowledge is balanced by action.

History of Adult/Community Education: The 1960s

I commented on papers by Charlene Jackson and Becky Moening in Group 3.

History of Adult/Community Education: The 1960s

Jennifer Warrner

Ball State University

EDAC 631 Adult and Community Education

September 14, 2014

Introduction

The 1960s have been described by historians as the decade with the most significant changes in United States history. One of those changes was the emphasis on space exploration. Though the Space Race began in the late 1950s, United States President John F. Kennedy added extra emphasis to this project in May 1961 by declaring that the United States would land a man on the moon before 1970.  On July 20, 1969, that goal was achieved when American astronauts Buzz Aldrin and Neil Armstrong landed on the moon as part of the Apollo 11 mission (“The Space Race,” 2014).  This was a monumental achievement for NASA and for the United States.

One of the main historical events in the 1960s was The Civil Rights Movement which ended in 1968. The goal of this movement was to end social segregation and racism for African Americans. One of the most well known events of the Civil Rights Movement was the “I Have a Dream” speech given by Dr. Martin Luther King, Jr. on August 28, 1963 in Washington, D.C. Due to the efforts of the participants of the Civil Rights Movement, two significant national acts were signed by United States President Lyndon B. Johnson.  The Civil Rights Act of 1964 outlawed discrimination in public places and banned discrimination based on race, gender, religion, or nationality. That act also encouraged the desegregation of public schools.  The Voting Rights Act of 1965 significantly increased the number of African American registered voters (“U.S. Timeline – 1960s,” 2014).

In addition to increased rights for African Americans, the 1960s was also a decade of increased rights for women.  The Women’s Movement began in the 1960s in part because of the publication of Betty Friedan’s book, The Feminine Mystique. The Equal Pay Act, which made it illegal for organizations to pay men and women different wages for the same work, was passed in 1963. In 1968, to further help with this issue, civil rights legislation was passed to prohibit discrimination in the workplace based on gender bias (Wood, 2010).

Major advances were made in science and technology during the 1960s. Inventions including the countertop microwave oven, the hand held calculator, the push button telephone, halogen lamps, instant color film, and Kelvar, were developed during this decade.  The Boeing 727 airplane took its first flight in 1963, which made domestic air travel a viable option for millions of every day people. In medical advances, the first human heart transplant surgery was performed by Dr. Christiaan Barnard in 1967. The artificial heart was also created in the 1960s (Rich, 2010). All of these inventions and advances positively impacted society.

The legislative acts that were passed and the advances in science and technology were significant positive moments in the 1960s. However, the 1960s also included tumultuous events. The Vietnam War continued for the duration of the decade. The world lost two influential historical leaders when United States President John F. Kennedy was assassinated in 1963 and Civil Rights Movement leader Martin Luther King, Jr. was assassinated in 1968 (“U.S. Timeline -1960’s,” 2014).

Highlights and Influential Factors

In the 1960s, the United States population was moving from the country to the city. Cities with a population of at least 50,000 experienced a 16.6% growth and larger urban areas grew by 19.2% (Knowles,1994, p. 284). The movement of the population from rural to urban areas meant people had easier access to adult education.  The population was also better educated than previous decades. In the 1960s, people age 25 and older had completed an average of 10.5 years of school (Knowles, 1994, p. 285).  However, even with that increased education, people in the 1960s were experiencing “class unemployment,” not mass unemployment like during the Great Depression (Rose, 1991, p. 16).  Employment opportunities were available, but people lacked the skills to be qualified for jobs. That influenced the federal government to have an expanded role in adult education beginning in the 1960s. In 1962, United States President John F. Kennedy signed the Manpower Development and Training Act. This legislation established a three year program aimed at retraining workers displaced by advances in technology. Additional legislation was established in 1964 when United States President Lyndon B. Johnson declared the “War on Poverty.” Johnson stated, “Our aim is not only to relieve the symptoms of poverty, but to cure it and, above all, to prevent it.” The Economic Opportunity Act of 1964 was a result of this “war.” That act established several initiatives that are related to adult education including Job Corps, the VISTA program, and the federal work-study program (Matthew, 2014).  With the passage of this act, the Adult Basic Education program was established. This program provided funding to state agencies to offer opportunities for people 18 and older to develop reading, writing, language, and math skills to find employment opportunities and to be better citizens.  In 1965, President Johnson hosted the White House Conference on Education which influenced the Adult Education Act of 1966 (U.S. Department of Education, 2013, p. 9).

            In this decade, the most influential piece of legislation related to adult education was the Adult Education Act of 1966.  This legislation established the Adult Education Program in the U.S. Department of Education and authorized grants for teacher training and projects in adult education. This act was designed to “initiate programs of instruction for persons 18 years and older whose inability to read or write the English language constitutes a substantial impairment of their ability to gain employment” (“Adult Education Act: 1966-1991,” 1991, p. 1). The Adult Education Act was amended several times in the late 1960s. As a result of The Adult Education Act, all fifty states formed Adult Basic Education programs, and in 1966, more than 245,000 students were enrolled in adult education opportunities (“History of the Adult Education Act: An Overview,” 1991, p. 1).  Because of the national legislation for education, federal funds for education and related activities grew from $3.8 billion in 1960 to $16.5 billion in 1970 (Knowles, 1994, p. 291).  This significant increase in funds reinforced that the federal government had a new role in education.  In addition, because of all of this new federal legislation, adult education experienced new funding, new growth, and a new awareness.

Implications

One primary implication from this research is that adult education opportunities need to continue to expand and to grow. The United States population in 1960 was approximately 180 million people.  The estimated current population in the United States is approximately 317 million people.  As the population continues to grow, the number of adults who need access to educational opportunities will continue to increase. In addition, adult education professionals need to consider how technology can assist in making adult education opportunities reach more participants. In the 1960s, adult educators used advances in technology, such as television and distance education, to reach a larger number of students. Current adult educators need to continue that trend by using new technologies, such as the Internet and apps for smart phones, to expand educational opportunities for adults. With the continued increase in population, not all adult education opportunities will be able to be face to face in a classroom setting.  Adult educators also need to be aware of societal changes and historical events. In the 1960s, President Lyndon B. Johnson and other leaders saw a need for increases in adult education. With the increase in federal legislation, resources were made available to help with that need. Leaders in society and in adult education professional organizations need to stay informed about current events in society to ensure that adult education opportunities meet the needs of the current adult population. For example, current society is going to face a knowledge crisis with the upcoming retirements of thousands of people from the Baby Boomer generation. Adult educators need to be proactive and think about educational opportunities to help with that knowledge gap.

            A second implication from this research is that adult education is a dynamic field that has consistently gained popularity throughout time. The number of graduate programs related to adult education has continued to increase, which leads to an increased knowledge base of information about adult education. For example, in 1960, thirteen colleges and universities offered masters and graduate program in adult education with only a handful of graduates. By 1976, that number was sixty five programs with hundreds of graduates (Knowles, 1994, p. 301).  Since the number of doctorates awarded in higher education has increased since the 1960s, the number of dissertations and scholarly research publications in this field has also increased. As more research is developed, more will be known about how adults learn, how to best reach adults in educational opportunities, and what types of adult education are more effective. The increase in interest in graduate program for adult education also means there will be more professionals in the field, which will also influence future adult education opportunities and research.

            The 1960s was a new era for the role of the federal government in adult education and also demonstrated that the government’s involvement in adult education is important. The federal legislation established in the 1960s had a major positive impact on adult education and brought increased awareness and a major increase in funding to the field. In the future, government at the state and federal levels needs to continue to be involved in adult education so the field can continue to grow.

            The 1960s were a formative period in adult education. Current adult education professionals can learn many valuable lessons from this decade. Incorporating these lessons in the future of adult education will help the field to continue to meet the needs of the adult population.

Table 1 Summary of the History of Adult/Community Education Areas         Summary

Areas	Summary
Social background	The Space Race. The Civil Rights Movement and Civil Rights Act of 1964. The Women’s Movement. Advances in science and technology. The Vietnam War. Assassinations of key historical figures including President John F. Kennedy and Martin Luther King, Jr.
Highlights	The Manpower Development and Training Act of 1962. “War on Poverty” declared by U.S. President Lyndon B. Johnson. The Economic Opportunity Act of 1964. 1965 White House Conference on Education. The Adult Education Act of 1966.
Influential factors	Federal legislation for adult education. Movement of population from countries to cities. Increased educational attainment, but lack of required skills for employment opportunities.
Implications	Adult education needs to continue to expand and to grow. Adult education is a dynamic field. Adult education needs to consider current societal events. Adult education needs the continued support of the government.

References

Adult education act: 1966-1991. (1991). Retrieved from

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/anniv40/ae-act.pdf

History of the adult education act: An overview. (1991).  Retrieved from 

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/anniv40/silver-a.pdf

Knowles, M. S. (1994). A history of the adult education movement in the United States. Malabar,

FL: Krieger Publishing Company.

Matthew, D. (2014). Everything you need to know about the war on poverty. Retrieved from

http://www.washingtonpost.com/blogs/wonkblog/wp/2014/01/08/everything-you-need-

to-know-about-the-war-on-poverty/

Rich, M. (2010). Inventions of the sixties. Retrieved from

http://www.fiftiesweb.com/pop/inventions-60.htm

Rose, A.D. (1991). Ends or means: An overview of the history of the adult education act (Report

No. RI88062005). Columbus, OH: The Ohio State University Center on Education and

Training for Employment.

The space race. (2014). Retrieved from http://www.history.com/topics/space-race

U.S. Department of Education. (2013). Federal adult education a legislative history 1964-2013.

Retrieved from http://lincs.ed.gov/publications/pdf/Adult_Ed_History_Report.pdf

U.S. timeline – 1960’s. (2014). Retrieved from

http://americasbesthistory.com/abhtimeline1960.html

Wood, M.L. (2010). The women’s movement. Retrieved from

http://www.learnnc.org/lp/editions/nchist-postwar/6055