Posted on 1 Comment on The Q Continuum of Adult Learning

The Q Continuum of Adult Learning

by:  Dr. Paul Criss
Dean of Faculty – Memphis and DeSoto

It is not a new word, but it is a word that is taking on new permutations. It is the word quotient. It has been used for measuring levels of intelligence or, actually, the intellectual potential of individuals. Recently, the word “quotient” has been used to describe several facets of learning that adult learners need to experience. This learning is described and best experienced in an ongoing fashion; thus, the use of continuum and the faculty member can be a facilitator of the student’s continual process of learning. What are these facets of learning?

The first Q is Intelligence Quotient. It is about developing each adult student’s intellectual potential and skill capacity. It is measured through performance. It is ongoing development and is inclusive of many concepts in education…everything from learning styles and multiple intelligences to academic language and quantitative reasoning. We likely focus on this the most in academia, especially within the various disciplines; therefore, it needs the least explanation. The other three Qs, however, may need further explanation: Emotional Intelligence, Cultural Intelligence, and Ethical Servant Leadership Intelligence.

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Emotional Intelligence (EQ) is the ability to gauge our own and others’ emotional state and what we do with that understanding. I want to discuss this in depth in the next article EQ in the Adult Learner Classroom. Cultural Intelligence (CQ), much like EQ, is the ability to gauge cultural distinctiveness in ourselves and others and also considers what we do with that understanding.  Those who discuss CQ start with an individual’s CQ drive – the motivation to learn about one’s own culture and to engage in another’s cultural distinctiveness. CQ knowledge includes one’s knowledge about and experience with another culture. Some of my cultural distinctiveness comes from my Greek heritage. I jokingly tell my students if they want some insight into my childhood and the culture in which I grew up, they should watch My Big Fat Greek Wedding. CQ strategy includes the plans one can make to intentionally learn about or become immersed in a specific culture. Everyone comes from a specific culture and sometimes a different culture is right next door. CQ action describes putting the plans into practice – what is a person willing to do garner these experiences and this knowledge.

Cultural Intelligence can help us learn about others, overcome language barriers, and accelerate conflict resolution. It also assists in emerging from a “my way” attitude to an “our way” attitude in accomplishing goals. In the adult learner classroom this begins with simply learning about the person sitting next to you and can evolve into learning about the people around the world through courses such as international business to international immersion experiences. David Livermore states in his book Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World, “Rather than CQ conflicting with Christianity or being merely a reflection of politically correct agendas, CQ is most at home in Christianity. The commitment to express and communicate love in ways the other can understand is one of the distinctions of our faith compared to many other religions.” As those called to be agents of cultural transformation, we should be leading the way in cultural understanding.

The Bible tells us that Jesus was full of “grace and truth” (John 1:14b New International  Version) and that He “grew in wisdom and stature, in favor with God and men” (Luke 2:52). That is the goal of  true Christian higher education – the goal for every member of the faculty and every student under the institution’s care. Ethical Servant Leadership Intelligence (ESLQ) is the ability to lead others by serving with integrity within the highest ethical realm defined by the Christian Worldview. The phrase “servant leadership” was “coined” by Robert K. Greenleaf in an essay he wrote in 1970 called The Servant as Leader; in the essay he said, “The servant-leader is servant first…It beings with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead…care taken by the servant – first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?” The adult learner classroom focuses on the growth of students in servant-leadership by sharing leadership through roundtable dialogue, putting the needs of the student above the needs of the faculty member (without compromising personal conscience or institutional faithfulness and policy), and assisting students in developing the highest performance possible. Of course, we know that the originator and exemplar of true servant-leadership is the one who said, “the Son of Man did not come to be served, but to serve” (Matthew 20:28; Mark 10:45) and He continues to calls us to sacrificial service through our calling in academia.

Overall the Q Continuum is about providing a holistic educational experience that not only addresses intellectual development, but emotional, social, ethical, and spiritual development as well. I believe this kind of development is what the Apostle Paul referred when he states, “Therefore, I urge you, brothers and sisters, in view of God’s mercy, to offer your bodies as living sacrifices, holy and pleasing to God—this is your spiritual act of worship. Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will.” So it seems that the physical is based on the spiritual; what we do with our hands, is based on what is in our heart and head; our actions are based on our beliefs. By renewing our mind with God’s Word, literally God’s perspective, not only can we change our actions, but we can discern what is truly “good, pleasing, and perfect” and, in doing so, influence others. Surprisingly, the Q Continuum is very biblical and practical; it is actually what those who will employ our students desire in their employees. The Association of American Colleges has stated, “Ninety-one percent of employers say it is important that those they hire demonstrate ethical judgment, integrity, intercultural skills, and the capacity for continued new learning.” Imagine that!

Posted on 3 Comments on Getting the Basics Right

Getting the Basics Right

Whether you are mastering a musical instrument, a physical sport, or an academic discipline, you will need a solid knowledge of the basics.  So, you practice the scales, or the physical drills, or rehearse the steps appropriate to your academic discipline.  These activities build muscle memory and set the foundation for sustained success.  They are the difference between a “one-hit” wonder and a long and fruitful career.

Here are some basics that I’d like to remind you of as we begin 2016 and encourage you to “practice.”  I’ve adapted these from a white paper written by Richard Harris titled: “Helpful Ways to Start Your Course Right.”

  1. Contact your students by email a week ahead of the first course.   Canvas makes this easy, but however you do it, it sets the stage for student engagement and positive interaction.
  2. Read the module thoroughly before the first class.  This should be a “no brainer” but surprisingly some Instructors only concentrate on one week at a time without getting the big picture.
  3. Arrive to class early, make sure the classroom is arranged appropriately to your needs, AND that the technology is working appropriately.  Do you need a marker for the whiteboard?  Need handouts printed?
  4. Begin class by praying with and FOR your students.  This really does set a demarcation between their active day and the time they spend in class and sets the tone for the class.
  5. Be clear on your expectations for writing, use of personal technology, late papers, etc.  Make your rules fair and unambiguous and THEN ENFORCE THEM.
  6. Learn your student’s names.  This is not optional and probably one of the most important activities which will occur the first class session.
  7. Teach the full lesson, staying the full time.  Vary your teaching methods, but NEVER walk into class without a clear plan for what you want your students to learn that evening. Remember the Collaborative Learning Strategy from the Faculty Orientation.
  8. Treat your students with respect.  Exemplify the motto of the school: to serve, not to be served.
  9. Give some time in class for students to practice some aspect of what is being discussed, this reinforces learning and retention.
  10. At the end of class, have student write out one question they had from the evening’s discussion that needed further explanation, and one thing which they learned.
Posted on No Comments on Teaching for Success: Making sure your students see the big picture amidst the “trees”!

Teaching for Success: Making sure your students see the big picture amidst the “trees”!

by Dr. Larry Ruddell
Dean, Belhaven-Houston

Modern education too often focuses on particular facts and doesn’t show how those facts integrate. The normal text book is often written this way. For example, in Organizational Behavior, various theories of motivation are covered (i.e. Maslow, Herzberg and others) with no real analysis of which is better or which is true. It’s like ordering a steak at a fine restaurant and they serve you a raw piece of meat on a plate … ugh! We need to help students analyze material from a Christian worldview to see how information fits. In other words, we need to cook the steak to perfection and serve it attractively so it is pleasing and edible!

Genesis 1:26-28 reminds us that we have a purpose in all that we do; to take care of God’s creation and use it well. So we need to help students see the point in all that we teach. Otherwise, learning becomes frustrating.

We also want to refresh students in their learning activities versus frustrate them. As Jesus tells us: “‘For my yoke is easy, and my burden is light.'” (Matthew 11:30 English Standard Version) In other words, we want to give students a “pathway for success” in our classes by making sure assignment requirements are clear, giving timely feedback and making sure we cover in detail any topics covered in tests or quizzes.

Finally, we need to set a positive, professional example in the way we handle the class material and each student. As Luke 6:40 reads, “A disciple is not above his teacher, but everyone when he is fully trained will be like his teacher.” So our modeling goes a long way to making a lasting impact on students!

So, how do we make it work? Consider some specific ideas:

– Constantly ask yourself the question “so what”? Make sure students can see how the particular points you are making in class “works” in their work, personal and societal worlds.

– Clarify the meanings of terms and concepts covered in class. As Ecclesiastes (1:9) says, “… there is nothing new under the sun…” Often scholars will invent new terms to show they are offering unique insights when often the concept is not new at all. For example, business literature talks about “emotional intelligence” which simply reflects the Biblical concept of “wisdom” so help the students understand the secular term from the richer, Biblical concept.

– Give students a vision for why they are studying. For example, in the introduction to graduate studies class, we remind students that a Belhaven graduate business degree is equipping them to run an organization as CEO. That is why they need to understand all aspects of how organizations work; from finance to marketing, to business ethics. They need to look at themselves not only as what they are now but where they will be.