Running head: LEAD 7500 TAKE HOME FINAL

Take Home Final Exam

Tiffany Seaman
LEAD 7500: Fall 2014
Dr. Colton Cockrum

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CERTIFICATE OF AUTHORSHIP: I certify that I am the author. I have cited all

sources from which I used data, ideas, or words, either quoted directly or
paraphrased. I also certify that this paper was prepared by me specifically
for this course.
Signature__________Tiffany Seaman____
________12/1/14______Abstract

Date:

Successful experiences as an adult learner should contain a number of formal, informal, and selfdirected learning experiences. Reflection has become vital to the learning process, and allows for
students to process past experiences and prepare for future experiences. This paper will discuss
learning experiences specific to the author through the perspective of an adult learner. Exciting
and distressing learning experiences will be discussed and evaluated through the number of
theories presented through the course of the semester. The experience of discussing these
experiences will serve as an opportunity for reflection of adult learning through the authors point
of view, and will allow for the opportunity to contextualize the experiences in a way that will
serve to prepare the author for future learning experiences within the field of higher education as
well as future careers.

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According to Johnstone and Riveras 1965 study, an adult learner was classified as,
anyone either age twenty-one or over, married, or the head of household (As cited in Merriam,
Caffarella, and Baumgartner, 2007, p. 55). By that definition, I do not qualify as an adult learner.
That definition was created for Johnstone and Riveras study, but many of the qualities and
barriers adult learners face are seen outside of that specific context. I can relate to the qualities
and barriers of an adult learner, so I consider myself to be one. The cultural context within online
learning has had a large impact on my adult learning experiences. As a result of my experiences,
self-directed learning has become vital to my success as an adult student.
As I progressed though both my positive and distressing learning experiences as an adult,
I grew to appreciate the transformational learning experience, and have come to value reflection
as a way to piece together my knowledge and experiences. I associate positive learning with
physical experiences, and therefore associate well with models of experiential learning. Through
the experiences I have had, I have grown to understand that I relate to the humanist theory
because I consistently value growth and development of both myself and the students I interact
with regularly. Evaluating my experiences through the lens of several theories discussed
throughout the semester will allow me to reflect on my overall growth as a student and future
professional.
Learning Experiences
Exciting and Rewarding
It was not until after I had reflected on the past year as an adult learner that I felt I had
participated in an exciting and rewarding learning experience. Since August 2013, I have worked
as the Graduate Advisor for the Student Activities Council at the University of Memphis.
Through this role, I work one-on-one with undergraduate students who are in charge of planning

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and implementing events on campus. I work to develop their critical thinking, effective
communication, problem solving, and conflict resolution skills, as well as their leadership
identity.
I had a difficult time when I first began the position and was very discouraged by the
experience. I worked to gain control of my perspective in order to reflect positively on the
situation. Once I began to have a positive outlook toward the opportunity, I was able to see
measurable growth in my abilities as an advisor. Through conversations with my supervisor, I
was directed to actions and resources that would not only improve my experience but also build
upon my skills as an advisor. Through those conversations, I was able to challenge my attitude
toward my role as an advisor and plan to create a positive experience for myself moving forward.
Distressing and Unrewarding
In the past year and a half since I have moved to Memphis, the experience as a whole can
be described as an exact balance between distressing and unrewarding as well as exciting and
rewarding. I can confidently describe the move to Memphis and the first semester as specifically
distressing and unrewarding. Just like my previous experience, at the time I did not regard it as
rewarding or educational, but after taking some time to reflect, I can confidently describe it as
both.
My transition to Memphis was problematic for a number of reasons. I was moving to a
new city without having any preexisting contacts. I had been paired with a roommate with an
immature lifestyle. My assistantship was challenging and latent with conflict. The masters
program I had been accepted to was taught mostly online and was not in cohort format.
Like with any other experience, I needed time and reflection to see that although moving
was distressful, I was able to grow in understanding of myself, my needs, and begin planning for

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what I would like my future to look like moving forward. Although it took a while, I eventually
built a support system that resided in a number of places. Out-of-state friends, family, and
mentors provided support and feedback about my experiences through my first semester in
Memphis, as well as offered different perspectives. I built a relationship with my supervisor, and
eventually felt more comfortable talking about issues that arose at work. Over the course of my
first semester in Memphis, I made connections with a few students in the only face-to-face
course of which I was enrolled.
Concepts and Theories
Sociocultural Context
The environment in which one is learning can have a large impact on whether or not the
student views their her or his experiences as positive or negative. For adult learners specifically,
there are many environmental factors to consider as they work toward completing their education
that are not present for traditional students. The way in which a student interacts with their
sociocultural context can determine the success of their educational endeavors.
In both the experiences described above, I can see how sociocultural context had an
impact on my experience as an adult learner. Merriam et al. (2007) explained, the
composition of society is an important factor in the provision of learning opportunities for
citizens of all ages (p. 11). I knew moving to Memphis would provide me with a more diverse
culture than my hometown in Indiana. I did not know how racially segregated the city was and
how it would affect my learning experiences as an adult learner.
Rewarding. The students I worked with presented a racial divide as a reason for our
strained interaction when I first began my position as a Graduate Advisor. As the year progressed
and my interactions with the students became less strained, we were able to learn from our

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differences. We moved past the issue of race, and began to appreciate the variety of cultural
differences between us. I was able to assist them in forming an understanding of diversity that
was not centered around skin color, but on the understanding that everyone presents different
experiences that shape their understanding of the world and can in turn impact each others
understanding of the sociocultural context around them.
When my negative social interactions with my students subsided, I felt that my learning
experiences within my job began to improve. As an adult learner, much of my time outside of
coursework is spent focused on my job, so it is important to have positive social experiences
within the sociocultural context of the office environment. It is also important, however, to have
positive social experiences within the city of Memphis as well. The move to Memphis, my
distressing learning experiences, did not yield positive experiences, but still managed to
contribute to my adult learning experiences.
Distressing. Wang (2007) stated, learning is embedded within social events, and
social interaction plays a fundamental role in the improvement of learning (p. 151). I was
excited to move to a city that was rich with culture, had good food, and great music. When I
moved to Memphis, however, I did not feel comfortable in my apartment with my new
roommate, I felt unsafe in many areas around campus, I could not travel alone at night, and did
not feel I had created a local support system to make me feel more at home. My negative social
interactions were detrimental to my learning experiences, and I missed a lot of potential
development opportunities as an adult learner when I first moved to the city. As an adult learner,
I did not form the meaningful connections I needed in order to feel comfortable and succeed.
Online Learning

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Online learning has been praised as a resource for improving the accessibility of higher
education. Many adult students face barriers of time and commitment when it comes to returning
to school, and online courses help to combat those issues. Over eighty percent of postsecondary
institutions offer online courses, and of those courses, most are made up of female adult learners
(Merriam et al., 2007, p. 40). When I began the Leadership and Policy Studies program in the
fall of 2013, I was surprised with how many of my courses would be completed online. This
proved to be both an advantage and a disadvantage to my experience as an adult learner.
Distressing. Merriam et al. speak to the need for adult learners to form relationships with
educators and peers in order to have a successful learning experience. A relationship with a
mentor, challenges students to examine their conceptions of self and the world and to
formulate new, more developed perspectives (Merriam et al., 2007, p. 138). When I moved to
Memphis, I began a masters program that provided little opportunity to learn outside the online
setting. My learning style is centered on the formation of relationships through face-to-face
discussion and interactions. The absence of both of these aspects of a typical classroom
environment hindered my level of learning in an online setting. As an adult learner, I was not
able to build relationships as easily in this setting.
I also struggled to find my voice within online discussions. Warschauer (1998) presented
issues in online learning that would occur when the structure did not meet the specific learning
needs of the students. He explained that students who are not confident in the structure of the
course will not progress as well as the students who have become comfortable with the format
and knowledgeable about expectations (Warschauer, 1998, p. 82). Although online learning
presented me with additional barriers in my adult learning experience, I was able to compensate
by meeting face-to-face with any instructors that were available on campus to gain a better

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understanding of the expectations for the semester. I was also able to create a relationship with
them that would make me more comfortable in the online learning environment.
Rewarding. Although I faced struggles in the online learning environment, the
accessibility and convenience of the courses allowed me to focus the time necessary to
successfully grow and develop within my role as a Graduate Advisor. With the ability to do my
coursework when I came home, I was able to focus my attention on advising my students and
attending their events. My presence at their daytime advising appointments and evening events
allowed me to give the feedback necessary for them to improve over the course of the semester.
My sense of availability also allowed me to focus on my growth and development as a
young professional within the field of student affairs. With the flexibility of class participation, I
was able to attend conferences, hold extra internships, and participate in professional
development opportunities while still completing my coursework. Because of the relationships I
worked to form despite the online setting, I was able to keep open communication with my
professors throughout the semester. Through my job, I also created a community of support
within my office that served to help me overcome any obstacles I faced through the course
setting. My supervisor helped me to create a system that would encourage my time management
skills and self-discipline that I needed in order to complete open-ended discussion assignments.
Self-Directed Learning
Through conversations with my supervisor and attempts to overcome barriers in online
courses, I became a more successful self-directed learner. Merriam et al. argue that self-directed
learning becomes more common in adult learners. They explained, The assumption underlying
much of this work is that learning in adulthood means becoming more self-directed and

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autonomous (Merriam et al., 2007, p. 120). I could see that become a reality as I progressed
through my first semester in Memphis.
Rewarding. In any job there are characteristics that are associated with being a qualified
employee. Self-directedness is among those characteristics. When I began the position, I knew
that taking charge of my own professional development and understanding of my roles and
responsibilities was essential to being a self-directed learner. In order to be successful in this, I
met with my supervisor to understand what the expectations were for my position.
Guglielmino, Guglielmino, and Long (1987) reported, the finding of a significant
correlation between high levels of readiness for self directedself-directed learning and
outstanding performance in highly changing jobs, coupled with the rapidly increasing rate of
change in all aspects of our lives (p. 316). Working with students and keeping up with trends
in higher education calls for readiness in a highly changing environment. If I demonstrate selfdirected learning in my career field, I will continue to be a helpful addition to the workplace.
Through this skill, I have been able to reflect on my experiences and implement change when
necessary to become successful in the future.
Distressing. Online courses required a level of self-discipline I did not need in other
classroom settings. In order to be successful in the Leadership and Policy Studies program, I
needed to become a self-directed learner. Along with moving to Memphis, I needed to develop
new skills to do well in my courses. I had to learn to manage my time and discipline myself to
log into the portal for my courses regularly. It was a difficult adjustment, and the online
discussions and interactions did not feel rewarding.
Being an adult learner means I have a number of responsibilities outside of my
educational commitments. Developing as a self-directed learner allowed me to manage a

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schedule and prioritize my obligations. The qualities of someone who is predisposed to selfdirected learning, according to Merriam et al. (2007) are, initiative, independence, and
persistence in learning; self-discipline; a high degree of curiosity; a strong ability to learn
independently; enjoyment of learning; a tendency to be goal oriented; and a tendency to view
problems as challenges rather than obstacles (p. 121). Through conversations with my
supervisor and other students, I learned tricks to help me adjust my learning style to the new
classroom environment so I could be successful.
Humanistic Theories
My decision to participate in continued education speaks to my humanistic thoughts on
development. Merriam et al. (2007) describe a humanistic understanding to be the idea that,
people possess unlimited potential for growth and development (p. 282). This understanding of
development is very present in my experience as a Graduate Advisor, but was not as present in
my experience of moving to Memphis and beginning a masters program.
Rewarding. In my position as a Graduate Advisor, I have had many opportunities to
encourage growth and development in the students that I work with. I see the student-centered
learning of Carl Rogers in the interactions I have with students throughout their leadership
development. Rogers viewed the process of adult learning as, significant learning that leads
to personal development and growth (As cited in Merriam et al., 2007, p. 283). That is the
center of my meetings with students.
As a result of the focus on leadership within the students I work with, I am able to more
readily recognize it in myself and consciously reflect on my growth through the past year. As an
adult learner, my sense of autonomy has grown, and I seek opportunities for leadership
development on my own. Through my position in the office, I was able to reach out to the

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leadership area of our department. I have had the opportunity to work with leadership programs
that have sharpened my facilitation, curriculum development and research skills. The staff in the
office, specifically my supervisor, has been a consistent resource as I focus on my personal
development.
Distressing. When I think about the reasons the move to Memphis was distressing to
me, I am able to reference Maslows Hierarchy of Needs. Maslows hierarchy finds its
foundation in the basic human needs of food and shelter and continues through feelings of safety
and social satisfaction (As cited in Merriam et al., 2007, p. 282). When moving to Memphis, I
had secured an apartment, securing my basic need of shelter. As I reflect on my experience, I did
not feel safe in the area I was living, and had not made any positive social connections within the
community. Sirgy (1986) explained, Frustration of a need at a specific level of the need
hierarchy fixates the individual at that level (p. 332). Although I had a desire to grow and
develop, my basic needs were not being met, so I was not able to reach a higher level of
potential.
As a self-directed and autonomous adult learner, I was not stuck at the bottom of
Maslows hierarchy for longer than my first semester. When I moved to Memphis, I had
committed the following two years to learning and growing as much in my field of study as
possible. I knew a greater sense of knowledge would make me feel more confident in my
abilities, and I was able to translate that mindset to my experience of moving to Memphis.
Malone, Jones, and Stallings (2002) explained the transformation that occurs during learning by
stating, The goal of learning is not simply the acquisition of knowledge, but the transformation
of students perspectives of themselves and the world in which they live (p.61). The more
knowledgeable I became of the city of Memphis and the community around me, the more

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confident I felt. As I grew to learn my resources for safety and socialization through my
apartment staff and classmates, I was able to progress through Maslows hierarchy toward selfactualization.
Transformational Learning
Transformational learning is prominent in adult learners because it accounts for the added
experiences and potential for unsolicited reflection present in these non-traditional students
(Merriam et al., 2007, p. 434). The learning that was a result of moving to Memphis, and the
change in attitude that followed, can be described as transformational learning.
Distressing. The dramatic change in my attitude toward moving to Memphis was not a
result of one particular experience. As an adult learner, I have had many experiences that allow
me to reflect on my growth and apply it to future situations. Moving to Memphis was not the
first time I had moved to a new location that was less safe than my hometown and socially
unfamiliar. I attended an undergraduate institution in Washing, D.C., and reflected on that
experience to figure out what actions I needed to take to feel more positively toward my current
situation.
The semester-long delay in transformative learning could be attributed to a lack of
emotional control. Merriam et al. (2007) discussed the necessity of emotional control before
beginning reflection of the experiences by stating, peoples emotions must be worked through
before they can engage in critical reflection (p. 151). I spent most of my first semester upset
about moving to Memphis and lacking the capacity for positive regard for the situation. I needed
to work through my feelings before reflecting on my experiences.
Rewarding. Through the year in my position, I am able to see many ways
transformational learning has impacted my experiences. The most prominent example is through

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my leadership identity. I have had the opportunity to participate in many womens leadership
programs, and as a result I have grown in understanding of my leadership style and the way I
identify as a leader. The barriers women face in leadership roles grow with age, making my
understanding of the issues as an adult learner more pertinent (Hill, 2014).
Merriam et al. (2007) stresses the importance of forming relationships as an adult learner
(p. 153). Through my experiences in leadership workshops, I have built relationships with
women who have assisted in my development. Conversations centered on leadership identity
assisted my ability to maintain a level of authority within a leadership role while still maintaining
my sense of authenticity. I began to identify as a transformational leader, one who is described by
Eagly, Johannesen-Schmidt, and Engen as, focusing on mentoring followers and attending to
their needs (individualized consideration) and emphasizing the mission of the larger organization
rather than ones own goals (idealized influence, inspirational motivation) (2003, p. 573). After
participation in these experiences and reflection, the radical change in my understanding of my
leadership capabilities and the context in which they are displayed can be attributed to
transformational learning.
Discussion
As a result of both my distressing and rewarding experiences, I have grown and
developed into a more confident and prepared leader and student. By examining my experiences
through the lens of several theories, I was able to see the vital role reflection has played in my
learning process as an adult student. I am able to see how my experiences differ from traditional
students as a result of added responsibilities and experiences.
I can see from my experiences that I take time to work through the learning process,
especially if I have not managed my emotions. Although I reflected through a distressing time in

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my life, I was able to appreciate the experience for its opportunity to provide growth and
development. Through evaluation of my experiences, I can see that the learning process is
continuous and always providing different results. Without reflection, I would not be able to
build upon past experiences to shape my future.
The formation of relationships between myself, my supervisor, the staff in my office and
other students in my masters program was vital to my success. As a student affairs professional,
I will value the relationships I make with students and provide the opportunity for growth and
development within those relationships. I will also continue to value my opportunities for growth
and development as a professional.

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References

Eagly, A., Johannesen-Schmidt, M., & Van Engen, M. (2003). Transformational,

Transactional, and Laissez-Faire Leadership Styles: A Meta-Analysis Comparing
Women and Men. Psychological Bulletin, 129(4), 569591.
Guglielmino, P., Guglielmino, L., & Long, H. (1987). Self-Directed Learning Readiness and
Performance in the Workplace: Implications for Business, Industry, and Higher
Education. Higher Education, 16(3), 303-317.
Hill, C. (2014). The Simple Truth about the Gender Pay Gap. Economic Justice. Retrieved
November 26, 2014, from http://www.aauw.org/research/the-simple-truth-aboutthe-gender-pay-gap/
Malone, D., Jones, B., & Stallings, T. (2002). Perspective Transformation: Effects of a ServiceLearning Tutoring Experience on Prospective Teachers. Teacher Education
Quarterly, 29(1), 61-81.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A
Comprehensive Guide (3rd ed.). San Francisco: Jossey-Bass.
Sirgy, J. (1986). A Quality-of-Life Theory Derived from Maslow's Developmental
Perspective: 'Quality' Is Related to Progressive Satisfaction of a Hierarchy of Needs,
Lower Order and Higher. American Journal of Economics and Sociology, 43(3), 329342.
Wang, L. (2007). Sociocultural Learning Theories and Information Literacy Teaching
Activities in Higher Education. Reference & User Services Quarterly, 47(2), 149-158.
Warschauer, M. (1998). Online Learning in Sociocultural Context. Anthropology & Education
Quarterly, 29(1), 68-88.

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Tiffany, great job on the final. You have an excellent writing style that would suit you well in a
doctoral program. I would encourage you to explore going beyond the masters degree since you
have the ability to be successful. 75% of the doc program is writing ability25% is grit (or that
could be flipped depending on how you look at it).
Great use of theories and the applications of those theories. I like that you went outside of the
standard theories of the course and included one like Maslow. Thank you for sharing with me
those times that youve experienced transformational learning. Thank you for also sharing those
difficult times that really challenged you personally and professionally. For this final, you
earned an A on it. You also earned an A in the course. Thank you for your effort in this class and
all that you provided in the discussion boards!