Adult Education Organizations

Jennifer: National Association of Emergency and Medical Services Educators, American Association for Adult and Continuing Education, and The National Center for Community Education.

Tonda: The Association of United Church Educators, The Association for Clinical Pastoral Education, The United Church of Christ (Leadership Office), Spiritual Directors InternationalNational Hospice and Palliative Care Association, and Gestalt Pastoral Care.

Stephanie: National School Boards Association, Federation of Teachers Association, Education Foundation Association, American Medical Association, American Grant Writers Association, and National Aerobic and Fitness Instructors Association.

Jennifer, Tonda, and Stephanie have been involved and impacted by a variety of adult education organizations. While some have been of benefit professionally, others have been of benefit personally. All agree, that learners benefit from both formal and traditional types of educational organizations and professional association as well as less traditional and formal organizations and associations. For this report, we included one of each category.

Organization #1

AECT is an organization that includes thousands of educators that are focused on improving instruction through the use of technology.

AECT happens to be the oldest organization of its kind having both a national and international presence. Founded in 1923, the organization has evolved just as technology has. The AECT mission is “helping people learn more efficiently and effectively through the use of the best technologies available at the time.” (Association for Educational Communications and Technology, 2013)

The members of AECT are involved in various tasks such as planning, studying, developing and producing communications media for instruction.

AECT members are found in various educational facets including colleges and universities as well as the military

The organization is directed by a Board of Directors that is well-diversified and come from all over the country.

Board members also represent a variety of colleges and universities.

AECT publishes two print journals; Educational Technology, Research and Development and TechTrends.

AECT publishes are two online journals; International Journal of Designs for Learningand Journal of Applied Instructional Design.

These journals provide the latest research and development in the technology and education field.

There are ten divisions within the organization that support technology in education in different ways.

The divisions allow focus on development for each of the respective areas.

Members of ACET are encouraged to join a division of their interest.

One of the board members oversees the functions of their respective divisions.

Design & Development Distance Learning Graduate Student Assembly International Multimedia Production Research & Theory School Media & Technology Systemic Change Teacher Education Training & Performance

ACET now has developed affiliations with 24 state and six international organizations that also are related to adult education.

All of these affiliations join ACET in maintaining and promoting the highest level of standards in development and professionalism.

The main roles and responsibilities of AECT include; promotion and improvement of the use of technology in education.

Through the affiliations with state and international adult education agencies, the relationship of professionalism and instruction through technology in practice

AECT originated as discussed earlier in 1923 by a small group of educators.

This group of educators had a vision and passion to make education better through the use of pictures and slides.

Later, in the 1930s the activity of incorporating new media into instruction gained momentum as it spread to higher education organizations.

During 1958-1970, the federal government encouraged the improvement of teaching math, science, and foreign languages, which led to the use of new media via television in the classroom.

From 1971-1982 there was a shift in AECT from audiovisual orientation to a systems approach and a new definition statement characterized “educational technology as a systematic problem-solving process.” (Association for Educational Communications and Technology, 2013)

Later in the 1980s & 1990s the organization moved its headquarters and central office to Bloomington, Indiana while continuing to evolve in their focus and changing towards a center on instructional design.

AECT adapted by developing relationships with instructional designers and computing specialists.

The AECT organization evolved into one of several divisions with multiple board members and unique affiliations with external adult education agencies.

The impact of AECT is one that has continued to grow in the field of instructional design through the use of technology over the course of 90 years.

Rather than becoming stagnant, the organization embraced change and continued to meet the ever demanding needs of students and adult education organizations.

•AECT prioritized development of media in education through use of detailed divisions within the organization.•AECT developed standards for use of technology in the classroom. These standards are used worldwide.•AECT has impacted educational entities through developed relationships, published works, and conferences.•The AECT is about making sure through standards and development that the most proficient media and technology is available for educational purposes.•The AECT has driven innovation in educational delivery methods.

The Association for Contemplative Mind in Higher Education

(ACMHE)

Program #2

ACMHE is a multidisciplinary, non-profit, professional academic association, consisting of educators, scholars, and administrators in higher education.

ACMHE is an organization that understands adult education as an opportunity “to cultivate deep personal and social awareness; an exploration of meaning, purposes and values in service to our common human future” (ACMHE, n.d., p.2).

They are a multidisciplinary, non-profit, professional academic association, consisting of educators, scholars, and administrators in higher education.

The mission of the ACMHE is to advocate for contemplative practice in higher education; to encourage new forms of inquiry and imaginative thinking; and to educate active citizens who will support a more just and compassionate direction for society.

ACMHE supports the development of contemplative pedagogy, research methodology, epistemology and organizational designs by creating forums for the exchange of diverse perspectives on contemplative practice in higher education.

ACMHE supports the creation of a community of contemplative educators, scholars, administrators and students to develop a broad culture of contemplation in the academy.

The ACMHE’S mission was developed out the history of adult education. The roots of higher education in the West can be traced back to the cathedral schools and monasteries of the 12th century in Europe. Likewise, in Asia, education was inseparable from religious and spiritual life. With the Enlightenment, education made a crucial and proper shift towards the secular.

ACMHE works to integrate all aspects of education. If does not differentiate, but rather integrates every dimension of education.

The work of the ACMHE supports an ethics and spirituality that is not rooted in an ideology or creed but rather available equally to all. “We seek to recast the traditional foundations for education into a truly integrative, transformative, and communal enterprise that cultivates the whole person in the fullest way possible” (ACMHE, n.d., p.2).

ACMHE perceives the current challenge of adult education to be; creating a form of education that is at once true to the best ideals of the Enlightenment, which valued reason, experience, and human rights, and at the same time reconnecting to the ethical and spiritual foundations that support our values and deepest understandings.

Founded May 1, 2008 The Association for Contemplative Mind in Higher

Education developed out of an initiative of its parent organization “The Association for Contemplative Mind”; following 10 years of administering fellowships and developing a community of contemplative educators, scholars, and administrators, a distinct field of study and practice had emerged.

The ACHME states the story behind their formation began in 1996 when the Center was looking for opportunities to explore the central question: “Could contemplative practices change the way we think and act so that we move toward a more just, compassionate and reflective society?”

In July 2007 the Academic Program Committee formed the Association Steering Committee. In September 2007, the Board endorsed a refined Association proposal including a mission statement, membership qualifications, and a mandate for the Steering Committee. The organization launched the Association in May 2008.

The role of the ACHME in adult education is the recovery and development of the contemplative dimension of teaching, learning and knowing.

According to their web site the ACMHE carries out this responsibility of connecting a network of leading institutions and academics in effort to promote contemplative academics.

The ACMHE connects institutions and academics by:

Stimulating scholarship and research concerning contemplative pedagogy, methodology and epistemology within and across disciplines;

Sponsoring forums for the presentation of research and exchange of ideas through webinars, regional and national meetings and an annual conference;

Supporting the development of courses and curricula through one-week residential summer sessions;

Supporting the deepening of contemplative teaching through retreats for academics offering a variety of traditional and secular practices;

Distributing scholarly work and general information relating to the field of contemplative education online, including a quarterly e-newsletter;

Providing online resources for members to participate in discussion forums and share profiles, publications, papers, and syllabi (ACMHE, n.d., p.1)

Individual membership in the Association for Contemplative Mind in Higher Education is open to current, retired and emeriti faculty, administrators, and graduate students in institutions of higher education, and to independent scholars by application.

Membership is by application and supported by a dues system of sustainability. Annual membership dues are scaled to position.

Members become part of a leading network of academics and institutions that is working to pioneer a broad culture of contemplation in the academy.

Members learn from others, share their questions and contribute to a body of ideas and information that can transform teaching, learning and knowing.

Members participate at events at Colleges and University settings throughout the United States as well as at national and international conferences.

Participants can engage through webinars and online discussion.

Participants have access to several forms of support:

Bibliography-Contemplative Practice Fellows and members of the Association for Contemplative Mind in Higher Education have contributed their writings and suggested books and papers which have been valuable in their course planning and research, as well as texts for classroom use.

Syllabi-Available to assist you in designing your courses and to provide examples of how contemplative practices have been incorporated into the classroom, these syllabi were used in courses designed and taught by ACMHE members, Contemplative Practice Fellowship Recipients and Summer Session participants.

Webinar Archive-The ACMHE webinar series provides short "seminars" which you can attend via the internet. Our webinars feature ACMHE members and staff presenting on a variety of topics relating to teaching, learning, and contemplative practices.

eNewsletters-The Association for Contemplative Mind in Higher Education publishes an e-newsletter featuring news and announcements from members. Subscriptions are available to the general public, but only members may contribute content.

Links-Programs, departments, study centers, organizations and research projects working with contemplative approaches in education.

Education has developed techniques over thousands of years to develop the exterior abilities of the student; this Association’s impact is to give care and intention to the development of the interior.

ACMHE has been able to recast the traditional foundations for education into a truly integrative, transformative, and communal initiative that cultivates the whole person in the fullest possible way.

ACMHE has promoted contemplative education that offers reflective, contemplative and experiential methods developed within the contemplative traditions for exploring the mind and the world.

When taken together with conventional methods, an enriched research methodology and pedagogy are available for opening up new pathways for deepening and enlarging perspectives which can lead to real and lasting solutions to the problems we confront.

It is possible to integrate ethics and spirituality in education, in a secular way that is not rooted in ideology or creed, but which is available equally to all.

Contemplative education embraces and develops an enlarged view, one that has room in it for the exploration of meaning, purpose, and values and how to serve out common future.

Ethically, contemplative education can be a place where we learn to practice an ethics of genuine compassion, and learn to extend generosity to others beyond those closest to us.

Association for Educational Communications and Technology. (2013). Retrieved March 13, 2013, from ACET: http://aect.site-ym.com/?page=aect_in_the_20th_cen

Association for Contemplative Mind in Higher Education.(2013). Retrieved March 13, 2013, from http://www.acmhe.org

Adult Educational Organizations

Association for Communication and Educational Technology

Association for Contemplative Mind in Higher Education

Year Founded: 1923 May 1, 2008

Mission and Goals: The ACET mission is “helping people learn more efficiently and effectively through the use of the best technologies available at the time.”

Advocate for contemplative practice in higher education, encourage new forms of inquiry and imaginative thinking, and to educatecitizens who will support a compassionate society.

Roles and Responsibilities: . To improve the use of technology in

education by supporting the profession through its ten divisions, 24 state and six international affiliates.

Administer fellowships and develop a community of educators, scholars, and administrators in effort to create a distinct field contemplative inquiry and thinking within higher education.

Other Important Information: Oldest organization in its respective field. Publishes two print journals and two online journals

Includes over 150 fellows in 100 colleges and universities throughout the country. Developed out of the Center for Contemplative Mind in Society which was founded in 1996.

Impact: An old and developed organization of over 90 years that focuses on changing their focus to stay on top of the communication and technology needs of education.

Brought the culture of contemplation into the network of leading institutions and academics. Stimulated research concerning contemplative pedagogy methodology and epistemology.

Implications: Able to demonstrate flexibility in evolving to

meet the needs of education organizations

through different time periods.

There are ways to integrate the practice of contemplation into the academics of higher education which have profound impact on the learner. This can be done via retreats, forums,webinars and curricula.