Integral Review

A Transdisciplinary and Transcultural Journal For New Thought, Research, and Praxis

Posts Tagged ‘adult learning’

Principles and Practices for Developmentally Aware Teaching and Mentoring in Higher Education

Abigail Lynam

Understanding one’s own development as an educator, as well as the developmental diversity of students can have a significant impact on how educators approach teaching, mentorship, and design learning experiences. Developmentally informed educators recognize the phases of development that students are likely to be in and adapt their teaching accordingly. Recognizing developmental diversity, they adjust the outcomes, processes, and mentoring to meet the students where they are developmentally. Without this awareness and knowledge, educational programs are more likely to teach for particular forms of development, which provide an appropriate stretch for some students but not for others. In addition, educators may be more likely to project their own developmental needs onto students, teaching who they are, rather than who is in front of them. This article offers a review of adult development theory, specifically O’Fallon’s STAGES model, and its application to teaching and learning. It includes the results of research on the impact of learning about adult development for faculty and students in a graduate program and the findings of additional research on the meaning-making and perspective-taking of educators through the stages of development. It concludes with practical insights and principles for teaching and mentoring developmentally.

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The Complexity of the Practice of Ecosystem-Based Management

Verna G. DeLauer, Andrew A. Rosenberg, Nancy C. Popp, David R. Hiley, Christine Feurt

Abstract: In the United States, there are more than 20 federal agencies that manage over 140 ocean statutes (Crowder et al., 2006). A history of disjointed, single sector management has resulted in a one-dimensional view of ecosystems, administrative systems, and the socio-economic drivers that affect them. In contrast, an ecosystem-based approach to management is inherently multi-dimensional. Ecosystem-based approaches to management (EBM) are at the forefront of progressive science and policy discussions. Both the U.S. Commission on Ocean Policy (USCOP, 2004) and the Pew Oceans Commission (POC, 2003) reports called for a better understanding of the impact of human activities on the coastal ocean and the result was President Obama’s National Policy for the Stewardship of the Ocean, our Coasts, and the Great Lakes (2010).

EBM is holistic by seeking to include all stakeholders affected by marine policy in decision-making. Stakeholders may include individuals from all levels of government, academia, environmental organizations, and marine-dependent businesses and industry. EBM processes require decision-makers to approach marine management differently and more comprehensively to sufficiently require a more sophisticated conceptual understanding of the process and the people involved. There are implicit cognitive, interpersonal, and intra-personal demands of EBM that are not addressed by current literature. This research seeks to understand the mental demands of EBM. A constructive developmental framework is used to illuminate how decision-makers reason or make sense of the ideals and values underlying EBM, the mutual relationships that must be built among natural resource management agencies, and the personal experiences and emotions that accompany change.

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