About the Book
Today’s ever-changing learning environment is characterised by the fast pace of technology that drives our society to move forward, and causes our knowledge to increase at an exponential rate. The need for in-depth research that is bound to generate new knowledge about curriculum and program development is becoming ever more relevant.
Andragogical and Pedagogical Methods for Curriculum and Program Development offers an in-depth description of key terms and concepts related to curriculum and programme development for both faculty and students, as well as programme designers, instructional programme developers, trainers, and librarians.
About the Author :
Victor C.X. Wang, A tenured Associate Professor, is a PhD mentor/faculty at Florida Atlantic University. Dr. Wang’s research - nearly 170 refereed journal articles, peer-reviewed books ‘single authored, coauthored and edited volumes’ and chapters - has revolved around andragogy and pedagogy, indicating a clear line of inquiry. Andragogy and pedagogy is the umbrella under which his research and writing addresses areas such as transformative learning, andragogical curriculum and programme development, human performance technology and so on. His research in transformative learning has revealed transformative learning occurs in both pedagogical and andragogical learning settings. Wang and his coauthors compared Mezirow’s seminal theory of transformative learning with Confucianism and found, through reviewing the literature in China, that Confucius first addressed transformative learning as “rectification of the mind” and emphasised “silent reflection.” Closely connected to transformative learning is andragogical curriculum and his research has focused on Ralph Tyler’s pedagogical fundamental questions, Malcolm Knowles’ seven-step instructional process, as well as theories by Stephen Brookfield (critical theory) and Patricia Cranton’s Transformative Learning Theory (newer version of Mezirow’s theory). In his study of human performance technology, the research has contributed to deeper understanding of still pedagogy and andragogy, elucidating how pedagogy and andragogy in other cultures can be affected by politics, influence of a few outstanding leaders, education policies, propaganda and nationalism rather than theories of teaching and learning as preferred by Western educators in North America. His unique research reveals that in certain cultures, politics takes precedence over educational policies. His recent line of inquiry reveals that we must teach lower order thinking skills first before we teach higher order thinking skills. His research confirms that rote learning and memorisation precede critical thinking and creativity. Further, Wang’s research confirms Brookfield’s theory that cultures put a strain on the beautifully, well-reasoned theory of andragogy, which has brought a revolution to education and training in North America. Wang found via his cross cultural research that instructors in the Eastern culture (Confucius-Heritage Societies) adopt primarily a pedagogical instructional mode, whereas instructors in Western cultures (North America) adopt primarily an andragogical instructional mode. Currently, Wang is co-editing the International Journal of Adult Vocational Education and Technology with world-wide renowned scholars, Stephen Brookfield and Patricia Cranton. Wang has won many academic achievement awards, including the Distinguished Faculty Scholarly & Creative Achievement Award. He has had extensive experience in chairing and mentoring doctoral dissertations (including dissertations from University of Auckland, New Zealand). Some of his books have been adopted as required textbooks by major universities in the United States, and in China. In addition, numerous universities worldwide including some Ivy League Universities have catalogued his books and journal articles. Finally, Wang’s excellence in teaching is based on his excellent teaching in Florida, California, Arkansas, Kansas and China.
Valerie C. Bryan, is Professor in Educational Leadership in Adult Education at Florida Atlantic University. She has received a variety of awards and other recognitions: selected as Charles Steward Mott Eminent Scholar in Community Education, 2011; recipient of FAU Graduate Mentor Award, 2011; MacAWARD Exceptional Faculty for College of Education,2009; FAU College of Education Distinguished Teacher of the Year, 2009; recipient of FAU’s President's Award, 2006-2007; FAU College of Education's Distinguished Teacher of the Year, 2006; FAU College of Education Teacher of the Year,2005-2006; recipient of Clemson University’s President’s Award, 1993; North Carolina’s Individual of the Year, 1984; and recognised as webmaster of One of Top Ten US Literacy Internet sites, 1998. Dr. Dee, and co-author Dr. Valerie Bryan, were awarded an Outstanding Virtual Presentation Award for their presentation at E-Learn2011-2012-World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Honolulu, Hawaii. She has been recognised for several distinctions on a variety of Who’s Who list. At Florida Atlantic University, she teaches courses in management, adult learning, administration, ageing, integration of technology, and a host of other subjects, online, in stand-up-mode, and on several platforms. She is active in research that embraces virtual learning communities, enhanced staff productivity using a varying of technology-based tools, and the role of successful aging. Valerie is active in the integration of technology in practice, as a doctoral chair, and in her research and grant-writing.
