{"id":6975,"date":"2024-12-11T21:44:14","date_gmt":"2024-12-11T21:44:14","guid":{"rendered":"https:\/\/blogschapman.wpenginepowered.com\/communication\/2024\/12\/11\/the-edge-of-inclusion-transformative-pathways-in-adult-learning\/"},"modified":"2026-07-20T06:20:55","modified_gmt":"2026-07-20T06:20:55","slug":"the-edge-of-inclusion-transformative-pathways-in-adult-learning","status":"publish","type":"post","link":"https:\/\/blogs.chapman.edu\/communication\/2024\/12\/11\/the-edge-of-inclusion-transformative-pathways-in-adult-learning\/","title":{"rendered":"The Edge of Inclusion: Transformative Pathways in Adult Learning"},"content":{"rendered":"
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Jarrod Ventura<\/figcaption><\/figure>\n

This past summer, Ph.D. student Jarrod Ventura had the opportunity to present “The Edge of Inclusion: Transformative Pathways in Adult Learning” at Stanford University’s InnovatED conference. According to their website, the InnovatED conference focuses on sharing best practices in innovation and technology for those who are dedicated to advancing online learning and continuing education. “It was an online conference submission that my friend Lani Matsumura at Stanford University recommended me for,” Ventura said. “Lani is an Instructional Designer at Stanford University, and we presented together before at the California Teacher’s Association (CTA) in 2022 on Creating an Engaging Student-Centered Classroom for K-6th grade. My B.A. is in K-12 Education Sciences & Film and Media Studies, and my Masters Degree is in Higher Education, so I originally come from an education background.”<\/p>\n

For his presentation, Ventura presented on two student development theories: Nancy Schlossberg’s Theory of Mattering and Marginality (1989) and Nancy Schlossberg’s Transition Theory (1989) and applied it to how educators or students can utilize these theories to ease adult learner’s transition to online or in-person learning when they’re already established in their careers.<\/p>\n

Nancy Schlossberg’s Transition Theory (1989) <\/strong><\/p>\n

“One thing about adult learners is that they see their primary identity as a worker first and as a student second. Offering strategies that help see themselves equally balanced as a student and worker can help their attitude towards school (such as Ugh I need to get this done vs. I want to get this done),” Ventura expressed. His presentation relayed that Schlossberg\u2019s Transition Theory and the 4S\u2019s – Situation, Self, Social Support, and Strategies can be used by adult learners to help transition to in-person or online learning. “I mostly talked about strategies that adult learners can use to help them transition such as using this template planner or find an accountability buddy in their class through discussion boards. Strategies also relates to any type of coping response that can help the student modify the situation such as reframing the situation, seeking additional support from faculty and professors and it relates to aid in managing the stress in aftermath.”<\/p>\n

Nancy Schlossberg’s Theory of Mattering and Marginality (1989) <\/strong><\/p>\n

For Schlossberg\u2019s Theory of Mattering and Marginality, Ventura related this to how students need to feel that they matter in a virtual or in-person class. Marginality is not feeling like a part of the group. For online courses, he offered the following strategies to make adult learners feel mattered for:<\/p>\n