Robin Redmon Wright

Penn State Harrisburg, Behavioral Sciences and Education, Faculty Member

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Robin Redmon Wright is Associate Professor of Lifelong Learning and Adult Education at Penn State Harrisburg. Her research interests reflect a critical perspective on adult identity development, feminist identity development, popular culture and adult learning and development, and adult learning, educational access and social class. She sees pedagogy as a critical tool for social activism that can be integrated into adult lives to produce lifelong learners actively involved in improving the lives of human beings in their individual communities and across the globe. Recent publications include:

Wright, R. R. (50%), Sandlin, J. A., & Burdick, J. (2023). What is Critical Media Literacy in an Age of Disinformation? New Directions in Adult and Continuing Education: Critical Media Literacy in a Pandemic of Disinformation and Conspiracy, 178, 11-25. https://doi.org/10.1002/ace.20485

Wright, R. R. (2023). The Way Forward: Adult Educators Combating Mis/Disinformation via Formal and Informal Education. New Directions for Adult and Continuing Education: Critical Media Literacy in a Pandemic of Disinformation and Conspiracy, 178, 119-130. https://doi.org/10.1002/ace.20491

Wright, R. R. (2022). Teaching through Pain: Finding Peace, of Sorts, after Unimaginable Loss. Adult Learning, 0(0). 1-10, Online First. https://doi-org.ezaccess.libraries.psu.edu/10.1177/10451595221126664

Veldheer, S., Wright, R. R. (Co-Author, 35%), & Foulds, J. R. (2019). What Low-Income Smokers Have Learned from Public Health Pedagogy: A Narrative Inquiry. American Journal of Health Behavior, 43(4), 691-704. https://doi.org/10.5993/AJHB.43.4.4.

Wright, R. R. (Co-Author, 70%), & Sandlin, J. A. (2017). (Critical) learning in/through everyday life in a global consumer culture. International Journal of Lifelong Education, 36(1-2), 77-94. ISBN/ISSN: 10.1080/02601370.2017.1270068

Ciano, C., King, T. S., Wright, R. R. (Co-Author, 25%), Perlis, M., & Sawyer, A. M. (2017). Longitudinal study of insomnia symptoms among women during perimenopause. Journal of Obstetric, Gynecologic and Neonatal Nursing, 46(6), 804-813. ISBN/ISSN: 10.1016/j.jogn.2017.07.011

Wright, R. R. (2017). Academic rigor or academic rigor mortis? Supervising dissertations is serious business. Adult Learning, 28(1), 35-37. ISBN/ISSN: 10.1177/1045159515593896.

Wright, R. R. (2016). Comics, class, and kitsch: An autoethnographic exploration of an accidental academic. International Journal of Qualitative Studies in Education, 29(3), 426-444. ISBN/ISSN: 10.1080/09518398.2015.1078518

Tisdell, E. J., Wright, R. R. (Co-Author, 35%), & Taylor, E. (2016). Adult Education Faculty and Programs in North America: Faculty Background, Work, and Satisfaction. Adult Education Quarterly, 66(1), 76-95. https://doi.org/10.1177/0741713615618781

Wright, R. R. (2023). Teaching Students to Think Critically in the Age of TikTok, Tweets, and Tenacious Titillation. In Joellen E. Coryell, Lisa M. Baumgartner, & Jeremy W. Bohonos (Eds.), Methods for Facilitating Adult Learning: Strategies for Enhancing Instruction and Instructor Effectiveness. Sterling, VA: Taylor & Francis/Routledge. Peer-reviewed/refereed. [In Press - forthcoming August 2023].

Wright, R. R. (2023). A Doctor Who Academy for Dystopian Times. In Marcus Harmes and Richard Scully (Eds.), Seen and Unseen Universities - Academia and Higher Learning in Popular Culture. London: Palgrave Macmillan. [In Press - forthcoming July 2023].

Wright, R. R. (2023). How Adult Learning from Media Cultures Changed the World in 2020. In Dr. Karen Evans, Dr. Wing-On Lee, Dr Jörg Markowitsch and Professor Miriam Zukas (Eds.), Springer Third International Handbook of Lifelong Learning (pp. 1-23). Basel: Springer. Peer-reviewed/refereed. https://doi.org/10.1007/978-3-030-67930-9_58-1
Phone: 717-948-6405 work
Address: Robin Redmon Wright, Ph.D.
Assistant Professor of Adult Education
Penn State Harrisburg
777 West Harrisburg Pike
Olmsted W314
Middletown, PA 17057

[email protected]

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KU Leuven

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The University of Texas at Austin

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Birkbeck College, University of London

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University of California, Santa Barbara

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University of British Columbia

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Aristotle University of Thessaloniki

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National University of "Kyiv-Mohyla Academy"

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University of Melbourne

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Adult Learning Through Everyday Engagement With Popular Culture

Routledge eBooks, Jun 21, 2023

Adult Education Faculty and Programs in North America

Adult Education Quarterly, Dec 31, 2015

Through a textual analysis of websites of Adult Education Graduate Programs and a quantitative su... more Through a textual analysis of websites of Adult Education Graduate Programs and a quantitative survey of North American Adult Education faculty, this study examined: background information about Adult Education faculty and programs; the nature of faculty work interests, motivations and satisfaction; and involvement with the Commission of Professors of Adult Education. We work in a changing academic landscape. Numerous scholars have discussed how academic disciplines change in light of the impact of larger cultural forces (Bender & Schorske 1998), and Cervero and Wilson (2006) suggest that adult educators make decisions about programs, including curricular changes, by negotiating power and interest among multiple stakeholders. Some of these stakeholders include students, faculty, the local community, and businesses that can serve as funders in a globalized capitalist market. Professional organizations also provide accreditation or guidance on curricular development in changing times (Greenwood, Suddaby, & Hinings, 2002). Administrators and planners negotiate these multiple stakeholder interests as they make programmatic decisions, which affect the way academic disciplines develop, as well as faculty work and job satisfaction. Such processes are at play in all disciplines but the focus here is the academic discipline of Adult Education (AE) and AE faculty in North America. Numerous authors over the years have discussed the professionalization process and interdisciplinary scope in the field, particularly in the two more recent Handbooks (Kasworm, Rose, & Ross-Gordon, 2010; Wilson & Hayes, 2000), and Greenwood et al. (2002) note the important role that professional associations play in the change processes of fields. But there is little actual data on the state of the field, on AE faculty work and satisfaction, or on faculty relationships with professional organizations. Recently, Sonstrom, Rachal, and Mohn (2012) conducted a study of how AE doctoral programs in North America attended to the 2008 Standards of the Commission of Professors of AE (CPAE) by examining AE curricula on 44 program websites. While their study gives us some information about AE Graduate Programs in North America, it does not give us an overview of the field as a whole, or tell us much about AE faculty, the nature of the programs themselves, or faculty work and satisfaction. Hence the purpose of this study was primarily to find out: background information about AE faculty and programs; and the nature of faculty work, interests, motivations and satisfaction. It also sought to find the extent of faculty knowledge and involvement with the Commission of Professors of Adult Education (CPAE).

Robin Redmon Wright

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