Outstanding Educators Inducted into 2015 International Adult and Continuing Education Hall of Fame

Twenty-six exemplary educators were recently recognized with induction into the International Adult and Continuing Education Hall of Fame. The induction for the class of 2015 was held November 18 at the American Association for Adult and Continuing Education in Oklahoma City.

The Hall of Fame is a nonprofit organization whose purpose is to honor individuals who have made distinguished contributions to the field of adult and continuing education and to serve as a record and inspiration for the next generation of continuing education leaders. This year marks the 20th anniversary of the Hall of Fame.

Inductees for the 2015 induction ceremony are:

Colin R. Badger. Badger was one the most significant figures in Australian adult education during the second half of the twentieth century. He played a major role in drafting the legislation that created the Council of Adult Education (CAE) for the state of Victoria. In 1947 he was appointed as the first director of CAE and founded the journal Adult Education in 1956.

Naomi Boyer. Boyer has gained an international reputation through her promotion of self-directed learning. She is committed to ensuring the success of the annual International Self-Directed Learning Symposium, is a board member and an officer in the International Society for Self-Directed Learning (ISSDL), and serves on the Editorial Board of the International Journal of Self-Directed Learning.

Samuel Charles Brightman. Brightman’s contributions to adult education are in a unique category of their own, as he used his well-honed journalistic skills and political experience to report on the scholarship, practice, and policy issues relevant to the field of adult and continuing education. One of Brightman’s greatest contributions to the field was serving as founding editor and writer for Adult and Continuing Education Today (ACET) from 1971 to 1985.

Valerie C. Bryan.  Bryan is a leader in technology adoption and adaptation in the field of adult education. Using instructional technology extensively to encourage educators to embrace the use of information technology to work smarter in a world of change, she helps people add skills to their repertoires that not only help themselves but also people in the communities they serve.

John Ebersole. Ebersole is among the most distinguished advocates for the adult and lifelong learner in the United States and abroad. As president and chief executive officer of Excelsior College, he leads a regionally accredited, private, nonprofit institution of more than 40,000 students with graduate and undergraduate degree programs focused solely on the adult learner.

Leona M. English. Through innovative teaching, leadership, and ground-breaking research, English has shaped adult education in Canada and influenced the field internationally. The publication of the International Encyclopedia of Adult Education is perhaps her greatest contribution to the field. This encyclopedia helped unite scholars globally and stands as a symbol of an international vision of the field and its future.

Grégoire Evéquoz. Evéquoz has been an occupational psychologist in the field of adult training and continuing education for more than 25 years. He is considered a leader in development and evaluation of competences and prior learning and is responsible for creating Switzerland’s first skill evaluation center in 1993. Through his work, he has enriched adult training by combining aspects of andragogy and cognitive psychology.

Dorothy Canfield Fisher. Through her actions and her writing, Fisher had a great impact as an educational reformer and social activist in the true tradition of adult education. She was active in critical roles in the new American Association of Adult Education (AAAE), from its beginning in 1926, and served for almost two decades. She was a leader, serving as the association’s only woman president.

Hiram E. Fitzgerald. Fitzgerald is a pioneering researcher in the emerging field of engagement scholarship (ES), a multidisciplinary approach that cuts across teaching, research, and service. His major impact on the field is his research and administrative leadership in ES, extending it to the fields of adult learning, and learning cities, through the lenses of systemic analysis and effecting transformational change driven by a social justice agenda.

Peter Lavender. Lavender has had a distinguished career focused on the needs of marginalized and disadvantaged adults, working as a practitioner, policy officer, and key leader of the national non-government agency in adult learning in the UK, advising the government on literacy and disability issues in education for adults. Of his major contributions to the field, it has been the transformation of opportunities for adults with learning difficulties and disabilities that is most noted.

Irving Daniel Lorge. Lorge is best known within the field of adult education for his lifelong research into the psychology of adult learning and behavior. He conducted extensive research on aging adults, determining that older adults were capable of learning but at a slower rate. His work has been embraced across the field of adult education and his contributions established much groundwork for future research.

Larry G. Martin. Martin has been an exemplary leader, scholar, and practitioner of adult and continuing education leadership for more than 35 years. He has been a leading advocate for urban education in adult and continuing education, as well as in exploring complex problems, trends, and issues of adult learners representing urban, racially diverse, and low-income working adults.

Cheryl Polson. Polson has been a strong advocate for how research and existing knowledge can improve adult education practice. Her research has examined how adult basic education instructors identify and accommodate disabilities for their students. One of Polson’s most read pieces, “Teaching Adult Students” (1994) has been described as the most practical and useful article ever published on teaching adult learners.

Yvonne K. Rappaport. Throughout her career and even in her personal life, Rappaport she has played a vital role in empowering adult and continuing education leadership, especially for women, in local, regional, national, and international arenas and inspiring and mentoring many professionals. Among the more than 50 programs she developed for universities, businesses, and government agencies was the first university program in Virginia designed for women entering or returning to education or careers.

Jovita M. Ross-Gordon. Ross-Gordon is widely cited and internationally known for her scholarship and professional leadership. She has made significant scholarly contributions to the field in the areas of adults in higher education, adult learning disabilities, and multicultural education with a focus on marginalized racial/ethnic groups.

Y. Shah. Shah, the founding director of the International Institute of Adult and Lifelong Education, New Delhi, India, has worked on behalf of adult education within India and internationally for decades. His advocacy for literacy programs in India, mentoring graduate students, creating innovative programs, policy making, and serving as keynote speaker and conference presenter all speak volumes about his many contributions to the field. Further, his research and publications, along with his international service activities, have raised the profile of adult education in India far beyond its borders.

Maria Slowey. Slowey is one of Ireland’s leading figures in lifelong and adult learning. Her career has encompassed research, policy, and practice, all aimed at widening access and enhancing educational opportunities for adults in Ireland and internationally. Her greatest contributions to the field are strengthening connections and impacts of adult continuing education across research, policy, and practice at national and international levels.

Karen Swan. Swan is a premier scholar focused on media and learning and more particularly on the world of online learning. She has taught online for more than 15 years and her experiences have guided her scholarly work on learning effectiveness, interactivity, social presence, learning analytics, and learner support in online environments.

Maurice Taylor. Taylor has been a leader in Canadian adult literacy and basic education for more the 35 years. He created literacy program models that were implemented by governmental agencies Canada-wide, including one of the first literacy programs offered on public housing sites, a worker’s compensation board program for injured workers, and a literacy tutorial program model for low functioning adults. He also helped establish Canada’s National Literacy Secretariat and received the Secretariat’s first workplace literacy grant, resulting in an assessment model still in use today.

Robert Templin. Templin has been honoring and advancing the field of adult and continuing education for more than 40 years. As the recently retired of Northern Virginia Community College’s six campuses, he has become a legend and role model for others in his commitment to collaborative endeavors between postsecondary education, the corporate world, and civil society, including an array of non-governmental and community-based organizations, nonprofits, and philanthropic organizations.

Elizabeth Tisdell. Spanning 25 years, Tisdell’s scholarship and research have opened unique interdisciplinary avenues in adult and continuing education, distinguishing her through quantitative and qualitative research in adult development and learning, collaborative learning, mentoring, diversity, transformative learning, spirituality and learning, and critical consciousness. Internationally recognized as an authority on the role of spirituality in adult education, she has, more than any other scholar, advanced the field’s understanding of adult learning as a holistic phenomenon involving the mind, body, and spirit.

Lawrence Tsui. Tsui has played a pioneering role in the promotion of adult continuing education in East Asia. He has been instrumental in fighting for legislation for adult continuing, community, and recurrent education and establishing a learning society in Macau. He was founding director of continuing education at the University of Macau, founder of the Macau Association for Continuing Education, standing committee member of the Macau Education Council, and chair of the Committee for Adult, Special, and Arts Education.

George Vaideanu. Vaideanu (1924-2014) is probably one of the most remarkable Romanian educational leaders, recognized not only within his own nation but worldwide. His involvement in Romanian education occurred at many levels—from primary to academic, from teachers to executives and leaders involved in determining educational policy, from local to international arenas.

Gösta Vestlund. Vestlund is considered the “Grand Old Man” of popular adult education in Sweden. Born in 1913, his life and work is the story of the development of the Swedish society. His lifelong dedication has been to strengthen and develop popular adult education at home and internationally. He is still active, reflecting on the future of popular adult education, the situation of mankind today–with emphasis on young people–and the possibilities of keeping and developing a democratic society.

Garland Williams. Williams, ret. U.S. Army, has enjoyed an extensive career in adult and continuing education. His leadership, especially in the armed forces, has positively impacted the field and changed the lives of many Army servicemen and women. His greatest contribution to date has been his leading role in developing the Army’s Civilian Education System (CES).

“This year’s inductees are innovative leaders in adult and continuing education,” said James P. Pappas, vice president for outreach and dean of the College of Liberal Studies at the University of Oklahoma. “As lifelong learners themselves, they have strongly connected with the students, institutions and organizations they have served. They have made monumental contributions to the field.”

The official home for the Hall of Fame is the Thurman J. White Forum building on the University of Oklahoma’s Norman campus. Established in 1995, more than 200 educators have been inducted into the Hall of Fame.

For more information about the International Adult and Continuing Education Hall of Fame, visit: www.halloffame.outreach.ou.edu.