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PROMOTING SELF-DIRECTED LEARNING IN GRADUATE STUDENTS

Lisa ThomsonUniversity of North Carolina at Charlotte

INTRODUCTIONS

Who Am I? Practitioner

UNC Charlotte – Belk College of Business Doctoral Student

North Carolina State University

Who is in the Audience? Name Institution Work with graduate students?

LEARNING OBJECTIVES

Define self-directed learning How it relates to graduate students Apply concepts to practice

SELF-DIRECTED LEARNING

Linked to Malcolm Knowles’ (1970) term of andragogy

Tough (1979) – distinct field of study Focused on adult students & adult learning Recent research

Self-regulation Workforce development focus

KEY CONCEPTS

Control of Learning Student versus Teacher Novice versus Subject Matter Expert

Role of Learner Learner knows own needs Personalized learning experience Reflective practice/self-evaluation

Role of context Social environment Supportive structure

RELATIONSHIP TO GRADUATE STUDENTS

Graduate Student Experience Specialized learning Individual motivation for education Facilitating learning in the classroom Goal setting and attainment

Faculty Involvement Mentoring Individualized planning

SCENARIOS – THEORY TO PRACTICE

Career Counseling – job search Student Activities – event planning Classroom Teaching – syllabus/assignments

What examples do you have from your institutions?

FINAL THOUGHTS

Promote reflective practice Offer experiential learning Incorporate learning contracts Provide support Serve as facilitators Increase meaningfulness of learning

REFERENCES Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning:

Perspectives on theory, research, and practice. London and New York: Routledge.

Elias, J. L., & Merriam, S. B. (2005). Philosophical foundations of adult education (3rd ed.). Malabar, FL: Krieger Publishing Company.

Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.

Knowles, M. S. (1970). Self-directed learning. New York, NY: Association Press.

Merriam, S. B., & Brockett, R. G. (2007). The profession and practice of adult education: An introduction. San Francisco, CA: Jossey –Bass.

Tough, A. (1979). The adult’s learning projects: A fresh approach to theory and practice in adult learning (2nd ed.). Austin, TX: Learning Concepts.

Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage? In A. J. Kezar (ed.).ASHE-ERIC Higher Education Report, 28(3). San Francisco, CA: Jossey-Bass.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.

THANK YOU!

For Questions & Comments:

Lisa Thomsonlisa.thomson@uncc.edu