Submission Purpose
Main Conference
Type of Paper
Paper: Empirical
Abstract
This autoethonographic study documents the stories of two adult education faculty members’ experiences when their academic programs were closed. In both cases, they each became programs of one after colleagues retired or left for other reasons. Despite their isolation as the only faculty members with adult education credentials, both continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.
Keywords
program closure, autoethnography, institutional assessment
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Hill, L., & Isaac-Savage, P. (2021). Program closures: What happens to faculty left behind?. AERC [Paper] presented as a part of the Adult Education in Global Times Conference. University of British Columbia. Canada.
Program closures: What happens to faculty left behind?
This autoethonographic study documents the stories of two adult education faculty members’ experiences when their academic programs were closed. In both cases, they each became programs of one after colleagues retired or left for other reasons. Despite their isolation as the only faculty members with adult education credentials, both continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.
