Unique Adult Education Programs

Jennifer Warrner commented on Group 1 and Group 5.
Sarah Smurr commented on Groups 1, 3, 4 and 5.  :) 

Program #1: Nina Monstwillo

Program #2: Carrie Clymer

Comparison: Sarah Smurr

Implications: Jennifer Warrner

EDAC 631: Unique Adult Education Programs

Programs: CourseHorse, NYC & The Riley Institute, South Carolina

October 26, 2014

Introduction

There are numerous adult education programs, and comparing them is very difficult.  Therefore, one approach is geographical and topical.  These two programs are regionally different for comparison’s sake, one in the North and one in the South.  Both also have diversity as an innate aspect either as a direct outcome or as an indirect possibility.  Diversity means a program that builds perspectives and awareness of other views.

Program #1: Coursehorse NYC

CourseHorse is a resource which provides learners in the New York City area with a huge variety of learning opportunities.  New York City is itself a diverse population of individuals. Therefore, there are hundreds of classes and learning opportunities which are available to teach about diversity through experiencing different cultures.

Location

One aspect of an interesting comparison is to explore the educational opportunities provided within one of the most populated cities within the United States.  According to the U.S. Census Bureau, it was estimated that as of July 2013 the population of New York City was at 8,405,837 (World Population Review, 2014).

Educational Purpose

Through the website “Coursehorse.com,” learners in the New York City area are provided with an online opportunity to explore courses, workshops, and certificate programs which are taught within the city.  This website has the ability to connect individuals to “more than 20,000 classes from 500 class providers” (Chen, 2012).  When searching for classes, individuals can seek courses which are categorized under several different labels:  Art, Acting, Cooking, Dance, Fitness, Kids, Life Skills, Language, Professional, Tech, Music, and Deals.

Educational Perspective

Individuals have the opportunity to learn everything from Cheese 101 to Immigration Rights.  There are also classes found in New York City, which provide opportunities to work on advancing the learner’s career through professional certification classes, or for enriching an individual’s life through arts, cooking, or fitness.  The “Coursehorse” website creates a very “Life is a Journey” outlook on educational opportunities for the learner.  This website also creates an encouraging environment for individuals to embrace the feeling that learning is a lifelong process.

Learners

According to census data for New York City, the demographics are comprised of 44% of the population as white, 25.5% are black, 12.7% are of Asian decent, and 28.6% are Hispanic of any race.  The New York City population is also estimated to have a large representation of income, “the median household income for a wealthy citizen was $188,697 per year, and the poorest median income was reported at $9,320” (World Population Review, 2014).  Even though any age group can find courses in New York City, there are not too many free educational opportunities provided throughout the city.  Therefore, it can be assumed that the learners utilizing these courses are individuals who have the resources to pay for the classes.

Program Organization

Forbes (2012) magazine wrote an article about the startup and success of this online resource.  This website was built upon the idea developed from two individuals who recognized a need to link together students and schools.  They discovered the smaller educational establishments did not have the resources to cheaply and effectively promote courses which were available to the community (Chen).  This website was developed as a means to cheaply and easily connect the community to the number of opportunities available within the city.  Over the last couple of years the website has expanded to include classes in Los Angeles and Chicago.

Program #2: The Riley Institute Diversity Leaders Initiative

The Riley Institute Diversity Leaders Initiative is a program that allows leaders in the community to contemplate challenges and opportunities that can present it self through diversity and cultural backgrounds. In the past, South Carolina has had cultural and racial divisions that have divided that state and still has an impact on the progress socially and economically.

Location

The Riley Institute provides educational opportunities for community and business leaders that live in South Carolina where there is a cultural divide.

Educational Purpose

Business and community leaders in South Carolina are provided with the opportunity to meet with others in the class “four times in monthly sessions during which participants acquire frames of reference and skills to be effective leaders in South Carolina’s increasingly diverse social environment” (The Riley Institute).  The Riley Institute Diversity Leaders Initiative has its participants lead community service programs where it has them work with individuals with various backgrounds. The institute’s hope is that the “participants acquire diversity leadership skills absolutely invaluable for addressing diversity efforts in the workplace and in the greater community” (The Riley Institute).

Educational Perspective

Since the beginning of the organization, it has had 1,300 participants that were CEOs of corporations, mayors, city and county council members, school superintendents, pastors, non-profit heads, chamber of commerce directors and many more where many are in a place of power and can make critical decisions for the organization.

Learners

According to the United States Census Bureau, the demographics for South Carolina are comprised of 68.3% of the population are white, 27.9% are black or African American, 1.5% are Asian and 5.3% are Hispanic or Latino.  South Carolina has a large population, but there is not much diversity in the business owners in the state. For an example, the total number of firms is 360,396 with only 12.1% owned by black or African Americans and 1.8% owned by Asians (United State Census Bureau).

Program Organization

With many recognizing the urgency for diversity driven programs, the Riley Institute and the American Institute for Managing Diversity created programs that pushed community leaders “to consider the challenges and opportunities presented by the facets of diversity in our state, including among others, differences in cultural backgrounds, language, gender, and physical ability” (The Riley Institute).  Since 2003, the Riley Institute Diversity Leaders Initiative has received many awards such as the Greenville NAACP’s award from helping create an understanding of cultural differences for all people and the organization also received the MLK Dream Weekend “Champion of Diversity” Award.

Comparison of Organization

First of all, both programs are specifically aimed at adult learners and both suggest diversity.  That is their primary objective. But their approaches and goals are very different.

CourseHorse offers a general approach to target as many adult interests as possible with diversity being implied by stimulating choices.  The website is very self-directed so that the independence of city populations is clearly considered.  The New York City (NYC) approach is based on city culture.  People in big cities are used to convenience and speed.  They want to know their options quickly and easily.  CourseHorse’s solution for getting these kinds of adults to participate in adult education is to provide that ease and accessibility of options all on one website.  This approach addresses all four of the learning motivations of adults.  There are many situational solutions to account for time and money concerns as well as institutional barriers.  The informational barrier is also eradicated by the extensive listings.  Possibly dispositional barriers could also be overcome since adults could find a niche for any level of learning and a community of similar learners.  Additionally they can browse online anonymously without revealing their own insecurities and allow the seeds of interest to take root and blossom.  The organization of the program is not specific towards any one adult learning goal.  Instead the offerings cover the gamut including phases of life, development of maturity stages, life events, and transitions.  For example, a sampling of the courses include West African drum class, Chinese, French, Italian, Spanish, German, Portuguese culture, Culture and Conflict, Arab Spring: Where are we now and how did we get here ($10), data governance and best practices, conflict resolution, empowerment, women leaders summit: empowering women forward, changes, transitions & strategies, advocacy unlimited: the path to empowerment, as well as a variety in typical adult classes for business skills and hobbies.  There is potential for transformation, but that is certainly not an overt goal.  As in self-directed learning, the student takes away whatever learning they want to find for themselves.

            On the other hand, The Riley Institute has a very specific focus and personnel.  The program is organized and prescripted by the Institute.  The goal of diversity is combined with involvement with community and society.  The personnel do not need to overcome learning barriers.  But the potential for transformation is much higher and seems to be an overt goal.  In this case, the adult learners are now self-directed in the content instead of in the choice of direction.  Additionally, it is situated cognition where learning is socially constructed with other senior level peers of leadership in business, government, and community organizations.  The focus is on “diversity leadership, community building, and communication and collaboration skills” (The Riley Institute).  Furthermore, it is activity oriented where the learners work on real-life Community Action Projects that cover a variety of real-world needs including such topics as: Community involvement, diversity awareness, education, environment, health, housing, racial and gender issues, and transportation.  These projects are planned, implemented and evaluated by the participants that could clearly lead to transformation: meaning from experiences that change a person’s perspective, shapes people. This program also may appeal to learners as they mature to higher stages of moral development and as they go through later phases of life where they want to make a difference in the world.   

            In summary, CourseHorse is organized to offer adults many choices in an assumption that there will be interest and self-direction in a big city in the North where such pastimes are valued, common and sought-out as long as they are easy to find.   The Riley Institute is organized as fulfillment to a need for a specific kind of education (diversity leadership), specifically in the South, where leadership is a social solution to a social problem entirely community based.  The assumption is people might not recognize this need for themselves or know how to learn without guidance.  Both are products of their environments and the kinds of adult personnel they serve.

Implications

            Both CourseHorse and The Riley Institute provide insight into the nature of adult education.  Adult education is a diverse field that encompasses a wide range of topics offered in a variety of delivery methods.  CourseHorse and The Riley Institute are examples of this diversity.  The developers of both of these programs recognized a need of adult learners in their region and then established these programs to help meet those specific needs.  Adult education professionals need to utilize that same principle to help best meet the needs of adult learners in different geographical areas.  Both programs have been successful, which demonstrates that adults are interested in participating in learning opportunities.  CourseHorse shows the importance of the ease of finding adult learning opportunities.  Before this website was developed, New York City had plenty of adult education opportunities, but people were not able to easily find those opportunities. Adult education professionals should consider the ease of access when creating, marketing and promoting adult learning opportunities.

            Both of these programs also demonstrate that successful adult education initiatives have the ability to grow and to reach a broader audience. CourseHorse began in New York City and has expanded to Los Angeles and Chicago. The Riley Institute began by offering classes in the South Carolina Lowcountry and then expanded to the Midlands. Adult education professionals need to recognize this growth potential and develop strategies for programs to extend their reach.  

            The success of both CourseHorse and The Riley Institute can help adult education professionals develop learning opportunities that will benefit adult learners in all geographical areas. 

Table 1. Summary of Unique Adult Education Programs

	Coursehorse NYC	The Riley Institute Diversity Leaders Initiative
Locations	New York City, NY	South Carolina
Educational Purpose	A website that allows learners to explore courses, workshops, and certificate programs taught in New York City and connects individuals to “more than 20,000 classes from 500 class providers.”	The institute’s goal is that the “participants acquire diversity leadership skills absolutely invaluable for addressing diversity efforts in the workplace and in the greater community.”
Educational Perspectives	“Life is a journey outlook”: creates an environment for adults to embrace that learning is a lifelong process.	Targets learners who are in a place of power and can make critical decisions for their organizations.
Learners	Open to all learners, though classes may be cost prohibitive.	Open to business and community leaders in South Carolina.
How was the program organized	Developed as a resource to connect students and schools and as a means to cheaply and easily connect learners to the number of opportunities available within the city.	Developed in 2003 “to consider the challenges and opportunities presented by the facets of diversity in our state, including among others, differences in cultural backgrounds, language, gender, and physical ability.”
Why were they organized differently/similarly	The organizations are in different geographic areas and have unique approaches and goals. CourseHorse targets a variety of interests, and students gain the learning they want for themselves. The Riley Institute focuses on diversity leadership with a specific focus and personnel.  Adult learners are self-directed in the content, and learning is socially constructed.	Both organizations are aimed at adult learners and have the primary objective of diversity.
Implications	Adults have diverse learning interests and should be able to easily find adult learning opportunities.	Adult education should be developed based on the needs of adult learners. Successful initiatives can grow and reach a broader audience.

References

Bishop Holston selected for Riley Institute at Furman’s diversity leaders initiative’s 8^th class. (2014) The South Caroline United Methodist Conference. Retrieved from http://www.umcsc.org/home/bishop-holston-selected-riley-institute-furmans-diversity-leaders-initiatives-8th-class/

Chen, Liyan. (2012, December 10).  From $75K To $500K: How NYU entrepreneurs challenge kickstarted CourseHorse.  Forbes.  Retrieved from http://www.forbes.com/sites/nyuentrepreneurschallenge/2012/12/10/from-75k-to-500k-how-nyu-entrepreneurs-challenge-kickstarted-coursehorse/

Coursehorse. (2014). Showing 57 classes for “diversity”. CourseHorse, Inc.  Retrieved from http://coursehorse.com/search-nyc/kw-Diversity?suggest=true

Davis, A. (2014, June 9). Riley Institute at Furman marks 10 years of progress. GreenvilleOnline.  Retrieved from http://www.greenvilleonline.com/story/news/local/2014/06/09/riley-institute-furman-marks-years-progress/10265603/

Pollizter, W. (2012, October 9). Diversity leaders initiative. Low Country Weekly.  Retrieved from http://www.lcweekly.com/local-color/2866-diversity-leaders-initiative

The Riley Institute.  (n.d.).  About the initiative. Furman University.  Retrieved from http://riley.furman.edu/diversity/about/about-initiative

SC DLI.  (n.d.). University of South Carolina School of Medicine in Greenville. Retrieved from http://www.greenvillemed.sc.edu/scdli.shtml

World Population Review. (2014).  New York City population 2014.  Retrieved from http://worldpopulationreview.com/us-cities/new-york-city-population/