Unique Program Review

Vince Commented on Group 2 and on Group 3
Darcey Commented on Group 2 and Group 3.

Unique Program Review

Darcey Mitschelen

and

Vincent Stults

Ball State University

October 25th, 2014

EDAC 631

 ROLES:  Darcey wrote review for ECSAD, implications for ECSAD, and Conclusion
                 Vince Wrote review for UGI, implications for UGI and Introduction

Introduction

In whatever form it comes, adult education is a unique venture in educational practice. It is distinctive from traditional K-12 programming, and different than much of Higher Education in focus and practice. As Lindeman recognized almost a century ago, "Orthodox education may be a preparation for life but adult education is an agitating instrumentality for changing life" (1926, p. 165).  In the two programs that we have chosen to examine, one may be considered traditional, and the other nontraditional. But it is this inherent focus on changing life, a dedication to lifelong learning that bonds these "traditional" and the non-traditional" forms of adult education together. It is this recognition that Lindeman articulated these many years ago "that education is life—not merely preparation for an unknown kind of future living... The whole of life is learning, therefore education can have no endings..." (1926, p. 6), in which we see more clearly the common roots that unify the diversity of what is adult education.

As you read about these two programs, the Elkhart Community Schools Adult Education program and the Urban Garden Initiative of Muncie-Delaware Clean and Beautiful, we would encourage you to keep in mind this unifying thread of adult education. It is this common bond of the lifelong learning of adults—that education is life.

Elkhart Community Schools

Elkhart Community Schools Adult Education (ECSAD) program is one of three programs under the school corporation’s umbrella of Adult and Community Education in Elkhart, Indiana.  The other two programs are Community/Continuing Education and Before/After School Childcare. Elkhart is located in the north central region of Indiana. Being in the heart of the recreational vehicle industry, it was one of the hardest hit regions in the nation during the recent down turn in the economy. Currently, the program offers seventeen Adult Basic Education (ABE) classes in seven locations across Elkhart and nearby Goshen, Indiana. In addition, thirteen English as a Second Language (ESL) classes are available in four locations in both Elkhart and Goshen.  Morning and evening classes are available at most locations.

Educational purpose of ECSAD is to prepare adult students for academic, professional, and personal success. Evidence of this can be seen in the wide range of assistance that is available. The range includes High School Equivalency (H.S.E.) preparation classes, basic education improvement courses, college/career counseling, job readiness and life skill development, ACCUPLACER preparation, ESL classes with transition to H.S.E. preparation classes, and serving as the regional High School Equivalency (H.S.E.) test site. In addition, within the partnership of the Department of Workforce Development, ECSAD connects students to free short term (12-14 weeks) certification training.

Educational perspective of the program focuses on the entire student’s life through college/career planning that includes instruction in, but not limited to, H.S.E. content, goal setting, career pathway exploration, college search, FAFSA filing, resume development, interview skills, communication skills, and financial budgeting. In addition, students complete portfolio of work ranging from writings to recommendations. This holistic approach builds confidence, increases self-esteem, and creates possibility.

The program is available to adults (in general 18 years and older with exception for 17 year old students with extenuating circumstances) who are desiring to earn their H.S.E. diploma, needing remediation for college entrance, improve basic education skills, requiring assistance for employment retention/improvement, or learn/improve English skills.

 ECSAD program was initially organized as an evening class offered through Continuing Education as a way to assist adults in obtaining their General Education Diploma (G.E.D.). Although other preparation classes were being offered in the city through church groups and non-profits, none were offered that included instruction by licensed classroom teachers. Over the years, the number of students, the needs, and the scope has grown to its current level and has changed in relationship to the economic situation of the times. Classes are foundationally traditional with computerized instruction used as supplemental learning, however, distance learning with periodic traditional support has recently been made available.

Urban Gardening Initiative

Delaware County was the nation's greatest contributor of "Victory Gardens" in 1918, with over 7,000 of these "war gardens." These gardens helped the nation lessen the demand on the public food supply during World War I spawning school gardens, gardening and canning classes, as well as downtown store windows educating gardeners on the subject of pest control and plant disease (Slabaugh, 2013).  After the War these gardens faded into history.

Under the Umbrella of Muncie-Delaware Clean and Beautiful (MDCB), the active role of urban gardening was re-established on an organizational level, restoring this rich history to the Muncie community. MDCB was formed in 1977 by local residents for the purposes of the beautification of the community and to "educate the public about proper trash disposal and the sources, prevention, and reduction of litter" (“Home,” n.d.). The programs encompass "beautification, clean-ups, community gardening, and environmental education" (“Home,” n.d.).  This program actively organizes and promotes several cleanup initiatives, as well as coordinating the Annual White River Cleanup (“White River Clean-Up,” n.d.).

The Urban Garden Initiative (UGI) is one of the central programs of MDCB. UGI provides shared networking, knowledge, and resources such as "books, tools, a rototiller, straw, compost, seeds, plants and experienced gardeners to educate" as a part of their coordination of the current 11 gardens making up this network (“Urban Gardening Initiative,” n.d.).

The Muncie Voice (Smekens, 2011), asked these questions about Muncie's current Urban Garden Initiative. Exploring these questions represent the gardens adult educational potential:

·         Has our community come full circle almost a hundred years later?

·         Are we once again recognizing the importance of growing healthy fresh food in our neighborhoods and vacant lands?

·         Could we set up school gardens again and add healthy fresh food into our school systems?

·         Can urban community gardening play a role in helping to fight obesity?

·         Could building a local sustainable food system strengthen and create jobs in our economically depressed city? (Smekens, 2011)

UGI offers informal and non-formal learning opportunities. In the garden center at the Buley Community Center for instance, many conversations about food production and cultivation, as well as hands on training are occurring informally. Non-formally, plots have become the source of summer education programs (Murray, 2013).  Even formal educational activates are being impacted through UGI. Higher Educational initiatives from Ball State, in Architecture, Anthropology, and Geography are connecting with this work (Murray, 2013).  In 2013, an Urban Garden Symposium was sponsored in coordination with Ball State, Minnetrista Cultural Center, and UGI (O’Donnell, 2013).

In an interview with Lezlie McCrory, coordinator for the Urban Light Community Development Center garden, she shared that UGI provides a legitimacy, so that our "efforts are not so rag tag." Creating a culture where residence of Muncie want to help these initiatives grow (personal communication, 2014).

From McCrory’s perspective, the impact on the community is significant. For instance, their garden has created a space for people to gather. If anyone is working in the garden, people stop by. There are children who are always there asking questions and willing to help out, as well as parents and other adults who are curious about what is happening. In terms of educational opportunities, learning is happening on several levels. Vital informational learning takes place in educating residents about the direction of the sunlight (coming primarily from the south) and why not to plant in the shade. As well as helping residents understand the difference between weeds and garden plants in weeding.  McCrory jokes that there is one resident who asks every year when the tomatoes are going to be ripe. She is hoping that eventually her neighbor will begin to see the reoccurring pattern. "All these little things that we would have picked up from our grandparents in working alongside them in the garden are not common knowledge here." Besides information, transformative learning is also taking place. One year a neighbor dug up plants for their own yard. The neighbor had to be confronted, letting them know the produce of the garden is free to the neighborhood, but the plants had to stay in order for this to happen. That neighbor became a big contributor to the development of the garden area, "learning to contribute to the community instead of taking things form the community" (L. McCrory, personal communication, 2014).

The organizers and coordinators are learning a lot as well. In observing the inaccessibly of the garden to handicapped residents, McCrory applied for and received a community grant to add ramps, sidewalks, and a central raised bed making the garden accessible to wheelchairs and easier to access for the elderly. Additionally, UGI does an annual seed swap, as well as hosts a perennial plant splitting trade, creating a venue for resources to go further. These events further learning for participants. At the last seed swap, Lezlie asked how others trellised their tomatoes. One of the member had her come and take a look at what they had done in their personal garden (personal communication, 2014).

In the future, Lezlie would like to see more plant swaps for people in the community starting their own gardens as a means of engaging in continual learning. One of McCrory's fears in educating people is to not talk down to learners, she finds that handing someone a physical plant makes it a lot easier to talk about what someone needs to do to help it grow or to keep it alive (personal communication, 2014).

Click Here for a Star Press Video on the Urban Garden Initiative

Organizational Differences/Similarities

Differences can readily be found between ECSAD and UGI starting with the cultural and historical events of the times. ECSAD was formed in the early 1970s after the ending of an unpopular war and a period of civil unrest while UGI was formed much later, but re-established a community tradition recalling the values of a nobler time in American tradition of country-wide sacrifice. Elkhart’s Adult education program came from a need for formal learning opportunities for adults seeking high school diplomas. UGI provided food supplies, gardening information, and a community network of shared knowledge and resources. The adult education program in Elkhart was an off shoot of a current education program. UGI was a grass roots movement with no direct educational program connections. Another difference between the two is in the structure of the environments. ECSAD functions in traditional, formal classroom settings compared to UGI that offers both informal and non-formal learning experiences. And finally, ECSAD focuses on the individual whereas UGI’s emphasis is on community development.

These differences make a compelling argument that ECSAD and UGI have little in common, but that would neglect a deep examination of the foundations in which these two programs exist. Both programs were formed as a result of a need within the community. Both provide food – ECSAD provides food for the soul/mind and UGI provides food for the body – fueling growth and sustainability. Both have long-term support from the community with large numbers of volunteers who provide hours of teaching and supporting participants. Lastly, each contributes to the development of life long, continual learners—that education is life.

Implications

ECSAD provides opportunities for adults to improve employability (elevating possibilities for those living at or below poverty level), to strengthen post-secondary needed academic skills (lowering remediation needs and money spent by students resulting in less college debt), and to develop personal skills in areas of communications, finances, and stress management (resulting in happy, productive adults).UGI demonstrates powerful potential that informal and non-formal education has to promote lifelong learning and citizenship for adults of all backgrounds—higher education programs, neighborhoods of rich and poor, community center programs, and even programming through the local library are impacted by the learning potential of this program.

Summary

Table 1. Summary of Unique Adult Education Programs

Programs	Elkhart Community Schools Adult Education	Urban Garden Initiative (of Muncie-Delaware Clean and Beautiful)
Locations	Elkhart, Indiana	Muncie, Indiana
Educational Purposes	To prepare adult students for academic, professional, and personal success.	Related to networking resources and community engagement to encourage more local urban food production.
Educational Perspectives	By providing holistic instruction, students gain confidence, higher self-esteem, and possibility, all of which are keys to successful futures.	Community Development
Learners	Adults (in general 18 years and older with exception for 17 year old students with extenuating circumstances).	The Local Community of Muncie-Delaware County.
How was the program organized	ECSAD was organized as a response for the instructional needs of adults within the community. Initially was offered as part of Continuing Education.	From the work of concerned citizens who addressed a need and (in the process), discovered additional opportunities for the enrichment of the community.
Why were the programs organized differently/similarly	Both programs were created out of prevailing needs of the community. Both programs provide opportunities for growth and continual learning.	The two programs are different in setting: ECSAD is a traditional educational setting and UGI offers informal ad non-formal situations. In addition, ECSAD focuses on the individual and UGI’s goals surround community development.
Implications	ECSAD recognizes true student success is dependent on personal, professional, and academic achievements. ECSAD understands its responsibility for providing instruction in all those areas.	UGI demonstrates powerful potential that informal and non-formal education has to promote lifelong learning and citizenship for adults of all backgrounds.

References

Elkhart Community Schools Adult Education. (n.d.-a). Adult Education [Flyer]. Elkhart, IN.

Elkhart Community Schools Adult Education. (n.d.-b). Community Education [Brochure]. Elkhart,

        IN.

Home. (n.d.). Retrieved October 20, 2014, from http://www.beautifulmuncie.org/

        Neighborhood Cleanups. (n.d.). Retrieved October 20, 2014, from http://www.beautifulmuncie.org/beautification-projects/community-clean-ups/neighborhood-cleanups

Lindeman, E. C. (1926) The Meaning of Adult Education, New York: New Republic, Inc.

Republished in a new edition in 1989 by The Oklahoma Research Center for Continuing Professional and Higher Education

Murray, C. (2013, February 4). Sustainability and Food Production in the Hoosier Heartland: Learning through Local Engagement | Anthropology and Environment Society. Retrieved October 20, 2014, from http://www.aaanet.org/sections/ae/index.php/sustainability-and-food-production-in-the-hoosier-heartland/

O’Donnell, M. (2013, April 11). Urban Agriculture Symposium Coming to Minnetrista. Retrieved from http://muncievoice.com/7391/urban-ag-symposium-coming-to-minnetrista/

Slabaugh, S. (2013, May 13). Muncie hopes garden project can repeat history | WBNS-10TV Columbus, Ohio. Retrieved October 20, 2014, from http://www.10tv.com/content/stories/apexchange/2013/05/13/in--exchange-community-gardens.html

Smekens, T. (2011, November 2). Community Gardens - Muncie Voice. Retrieved October 20, 2014, from http://muncievoice.com/517/community-gardens/

Urban Gardening Initiative. (n.d.). Retrieved October 20, 2014, from http://www.beautifulmuncie.org/beautification-projects/urban-gardening-initiative

White River Clean-Up. (n.d.). Retrieved October 20, 2014, from http://www.beautifulmuncie.org/beautification-projects/white-river-clean-up

Weaver, Deborah, (2014). Interviewed by D. L. Mitschelen. History of Elkhart Community

             Schools Adult Education. Elkhart, IN.