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Promoting Self-Directed Learning in Graduate Students

Promoting Self-Directed Learning in Graduate Students. Lisa Thomson University 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

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Promoting Self-Directed Learning in Graduate Students

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  1. Promoting Self-Directed Learning in Graduate Students Lisa Thomson University of North Carolina at Charlotte

  2. 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?

  3. Learning Objectives • Define self-directed learning • How it relates to graduate students • Apply concepts to practice

  4. 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

  5. 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

  6. 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

  7. Scenarios – Theory to Practice • Career Counseling – job search • Student Activities – event planning • Classroom Teaching – syllabus/assignments • What examples do you have from your institutions?

  8. Final Thoughts • Promote reflective practice • Offer experiential learning • Incorporate learning contracts • Provide support • Serve as facilitators • Increase meaningfulness of learning

  9. 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.

  10. Thank You! For Questions & Comments: Lisa Thomson lisa.thomson@uncc.edu

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