Papers by Dr. Sandra von Doetinchem de Rande
https://aalhe.scholasticahq.com/article/92116-learning-assessment-in-noncredit-continuing-education, 2024
While program-and institution-level learning assessment in higher education has received substant... more While program-and institution-level learning assessment in higher education has received substantial attention, much less emphasis has been placed on the assessment of learning in noncredit continuing education in higher education institutions. Learning assessment is sparse in this area because these learning experiences may be shorter in duration than credit courses, are commonly taught by field experts, and there are limits to the time and resources the higher education institution or other provider invests in conducting learning outcome assessment. This paper describes assessment recommendations in the noncredit continuing education space, with concrete examples in three areas: learning outcome statements, surveys with learning outcome-focused questions, and direct assessment of learning.
Generations Magazine, 2023
The population structure in the U.S. is rapidly changing. Increased life expectancy, strong immig... more The population structure in the U.S. is rapidly changing. Increased life expectancy, strong immigration and a fertility rate of presently 1.64 children per woman-higher than in other developed countries-will cause a population increase from 336 million (2023) to 373 million (2053). The population ages 60 and older will experience the strongest growth, and their share in the total population is expected to increase from 12 percent (1950) to 28 percent (2050). These developments are also visible in Hawai'i. Estimates suggest that more than a quarter of the population in the
arXiv (Cornell University), Jan 6, 2023
Following the emergence of COVID-19 in Spring 2020, undergraduate in-person physics laboratory co... more Following the emergence of COVID-19 in Spring 2020, undergraduate in-person physics laboratory courses at a R1 public university were adapted for remote learning to accommodate the subsequent campus closure. Video lectures and web-based virtual experiments were utilized to provide students enrolled in these laboratories with required learning materials on a weekly basis. During the fall semester of the 2021-2022 academic year, optional Kahoot! quizzes were offered in addition, serving to incentivize participation and to provide self-efficacy opportunities to students. This study sought to explore the intersection of self-efficacy growth, self-regulatory behaviors, and intelligence mindsets (i.e., having fixed or growth mindsets) for students and to examine the impact of these remote learning methods. Using a modified version of the Colorado Learning Attitudes About Science Survey (CLASS), students' physics self-efficacy was measured at the beginning and end of the semester. The analysis revealed that participation in Kahoot! alone did not correspond to greater self-efficacy scores or greater self-efficacy change. However, a strong correlation was observed between intelligence mindset and self-efficacy for both pre-and post-surveys. Pre-survey intelligence mindset scores were not related to average Kahoot! performance, while post-survey intelligence mindsets were. Finally, positive self-efficacy change c was measured for the class, but was not statistically significant.
Dissertation. Universität Tübingen, 2020
The main objective of this thesis is to investigate education in older and oldest-old age and to ... more The main objective of this thesis is to investigate education in older and oldest-old age and to explore the field further with an international comparative empirical study of educational behaviors, preferences, and motivations of learners aged 65 and older in the United States (U.S.) and Germany. The first part of the thesis discusses the importance of the topic of older adult education. Developed countries, like the U.S. and Germany, experience significant aging of their populations in which the number of older adults increases while the number of children decreases. This demographic development is driven by declining fertility rates, migration as well as by increasing life expectancy and decreasing mortality. The further life expectancy at the age of 65 has increased in both the U.S. and Germany, and individuals can expect to live two decades or longer after retirement. Therefore, old age has become a new and extended life phase. In addition to these developments, the related societal changes create challenges and raise questions, such as how retirement and health care systems can be financed in the future or how old age can be spent in a meaningful way. Education in old age can play an essential role in responding to these questions and has the potential to transform challenges into opportunities. However, older adult learners are so far underrepresented in education, and oldest-old or frail individuals are often entirely overseen by educational providers. Keeping the aforementioned multifaceted benefits of ongoing learning and education in old age in mind, expanding educational efforts towards all subgroups of the older population is critical. In general, no consensus exists whether old age, and specifically oldest-old age, requires a separate form and method of education. Also, comprehensive national and international comparative research on the participation patterns of mature adults in education is lacking. Therefore, this thesis responds to the need for further research on education in older and oldest-old age. The second part covers the empirical Silverlearning Study, which investigates educational behaviors, preferences, and motivations of learners aged 65 and older in comparison between the U.S. and Germany, and also explores if these aspects are subject to change during the life phase of old age. This quantitative study was carried out in the U.S. and Germany between February to August 2015 and involved a sample of 1,485 adults aged 65 and older who participated in organized education during the last 12 months. The study showed, for example, that older and oldest-old adult learners are dedicated and frequent learners, but that oldest-old age is the turning point for educational participation. However, the study also highlighted that oldest-old age is not necessarily synonymous with the fourth age and that declining health is not necessarily a participation barrier in old age. In general, it was visible that educational participation and motivation in old age is complex and influenced by a variety of factors.
Generations Now, 2021
The population structure in the U.S. is rapidly changing. Increased life expectancy, strong immig... more The population structure in the U.S. is rapidly changing. Increased life expectancy, strong immigration, and a fertility rate, which is now 1.9 children per woman higher than in other developed countries, will cause a population increase from 325 million (2017) to 390 million (2050). The population ages 60 and older will experience the strongest growth, and their share in the total population is expected to increase from 12 percent (1950) to 28 percent (2050). These demographic trends create new societal challenges, for example in retirement and healthcare systems. Education in older age has the potential to transform such challenges into opportunities. Research suggests that learning in later life can help to counteract declining cognitive abilities, increase self-confidence and independence, contribute to life satisfaction and prevent loneliness by providing a platform for social interaction. It can also help to maintain an educated workforce. Although learning in old age is beneficial for society and the individual, enrollment data indicate that traditionally older adults have been underrepresented in organized education. Nevertheless, mature adults in the U.S. can choose from a rich assortment of educational programs and providers. This paper provides an institutional overview of selected lifelong learning providers in the U.S.
Generations Now, 2021
"Research conducted before the pandemic suggested that mature adults choose in-person over online... more "Research conducted before the pandemic suggested that mature adults choose in-person over online instruction and that small group settings, which allow time for discussion and active class participation, are preferred. ... A spring 2020 collaborative research study ... revealed that the online transition was successful. (However) Our new lifelong learning normal must offer levels of flexibility and equity for those who were disadvantaged by prior models. A hybridized remote/in-person approach, for example, would be most equitable if it allowed for flexibility of platform choice by the participant, so as not to disadvantage anyone in our audience moving forward".
UPCEA. Whitepaper, May 2021
North American colleges and universities are beginning to recognize the value of non-credit to cr... more North American colleges and universities are beginning to recognize the value of non-credit to credit pathways, according to new research by UPCEA (the University Professional and Continuing Education Association) in partnership with MindEdge Learning. But most of these institutions have yet to implement these nontraditional avenues to a college degree.
Generations Now American Society on Aging, 2021
A 2019 study by Xu et al. in JAMA Neurology found education and lifelong engagement in mental act... more A 2019 study by Xu et al. in JAMA Neurology found education and lifelong engagement in mental activities to be one of the most significant modifiable factors in reducing the risk of developing depression and dementia. Other research suggests that learning provides numerous benefits for older adults, including better cognitive functioning, improved mental well-being, overall health, social inclusion and self-confidence. However, the COVID-19 pandemic has profoundly disrupted the educational landscape and learning modalities. How did lifelong learning providers adapt to this change, and how did older adult learners experience online learning? Adapting to changes in communication modes and learning is crucial for older adults who want to live independently. Trying to learn new technologies on one's own can seem overwhelming, but with the proper training and support, older adults are capable of and more than willing to learn to engage with technologies that allow them to remain independent, potentially in their own homes, for longer.
Generations Now, 2021
A 2019 study by Xu et al. in JAMA Neurology found education and lifelong engagement in mental act... more A 2019 study by Xu et al. in JAMA Neurology found education and lifelong engagement in mental activities to be one of the most significant modifiable factors in reducing the risk of developing depression and dementia. Other research suggests that learning provides numerous benefits for older adults, including better cognitive functioning, improved mental well-being, overall health, social inclusion and self-confidence. However, the COVID-19 pandemic has profoundly disrupted the educational landscape and learning modalities. How did lifelong learning providers adapt to this change, and how did older adult learners experience online learning? Adapting to changes in communication modes and learning is crucial for older adults who want to live independently. Trying to learn new technologies on one's own can seem overwhelming, but with the proper training and support, older adults are capable of and more than willing to learn to engage with technologies that allow them to remain independent, potentially in their own homes, for longer.
Generations Now, 2020
https://generations.asaging.org/lifelong-learning-age-covid-19
Resources have been stretched thi... more https://generations.asaging.org/lifelong-learning-age-covid-19
Resources have been stretched thin during the COVID-19 pandemic. To save lives, the global community has been forced to make extreme short-term sacrifices: widespread closures, unprecedented unemployment, profound financial loss and physical distancing. What might be the psychological, emotional and physical toll as the population has grappled with living in isolation? Time will tell, but social isolation is an obvious outcome.
Prolonged loneliness brought on by social isolation is nothing new to a huge percentage of the population. Even before the pandemic, one in three Americans and 60 percent of older adults had already experienced the detrimental impact of loneliness. Clinical psychologist Onyedikachi Ekwerike expressed it most succinctly, stating bluntly, “We already had a pandemic before COVID-19.” Now more than ever it is critical to provide pathways for our most marginalized and vulnerable population members to remain socially engaged.
Age Blog, American Society on Aging, 2019
Humans learn over their entire lifespan. Learning in general can take place in a variety of conte... more Humans learn over their entire lifespan. Learning in general can take place in a variety of contexts,
which are commonly divided into formal, non-formal and informal settings. While formal learning
takes place within a traditional hierarchical and chronological education system and typically
finishes with a degree or credential, non-formal learning consists of organized and systematic
educational activities that are presented to selected population groups, such as older adults, and
that do not lead towards a degree or credential. Informal learning takes place outside of these
contexts and can be understood as a non-intentional and often unconscious form of learning, like
learning from experience. The majority of organized education for older adults occurs in the context
of non-formal learning.
Summer Academe: A Journal of Higher Education, 2018
In advance of the International Union for Conservation of Nature’s World Conservation Congress 20... more In advance of the International Union for Conservation of Nature’s World Conservation Congress 2016, the University of Hawai‘i at Mānoa Summer Sessions offered an array of programs under the theme “Sustainable Summer ’16.” The theme included credit courses, a certificate program, hands-on environmental activities, films, and a lecture series focusing on conservation and sustainability.
The highlight was Sustainable Summer Day—a free festival for the campus community and general public, which will be the focus of this paper. The paper describes planning steps and marketing efforts, discusses general outcomes, lists key takeaways, and introduces an idea to get the community involved in summer sessions through sustainability education.
Summer Academe: A Journal of Higher Education, 2016
Surveys are commonly used to gather valuable summer student and faculty feedback. These ideas can... more Surveys are commonly used to gather valuable summer student and faculty feedback. These ideas can encourage us, as summer session administrators, to refine our summer programs and to create opportunities to help students succeed in their academic goals. This paper summarizes key findings from the authors’ 2015 North American Association of Summer Sessions (NAASS) Pre-Conference Questionnaire, which assessed the use of surveys by summer session administrators. Results were presented at the NAASS annual conference in Montreal, Quebec, in November 2015.
REPORT - Zeitschrift für Weiterbildungsforschung, 2012
In the next decades a societal change, caused by a continuous demographic shift, is imminent for ... more In the next decades a societal change, caused by a continuous demographic shift, is imminent for the USA. Compared to Germany, where the birth rate is likely to stagnate at a low level, the effect of immigration into the United States is more pronounced. Here not only the proportion of elderly in the total population will increase, but also the total population itself. These developments will bring great social and political challenges that call for appropriate action. Looking at the increasing number of mature adults it is especially important to keep in mind that the remaining time after retirement is not only the rest of the life, but rather an important and distinctive life stage which can last easily 20 to 30 years.This report is dealing with the question on how the demographic change is progressing in the U.S. and how it will impact senior education. In this context, future elderly cohorts as well as educational barriers are presented and discussed. Furthermore, the U.S. senior education system will be explained, common institutions presented, and geographical differences discussed. Since competency determination plays an important role for an effective design of education, the current status of the Program for the International Assessment of Adult Competencies (PIAAC) in the U.S. is illustrated as well as the results of the 2003 Adult Literacy and Life Skills Survey (ALL).
The LLI Review, 2011
“Learning through Art” was a project that emerged from the OLLI @Berkeley “Learning to Learn” In... more “Learning through Art” was a project that emerged from the OLLI @Berkeley “Learning to Learn” Interest Circle in the summer of 2009. More than 30 Interest Circle members explored their own learning styles and strengths, and explored the newest research in neuroscience and aging in order to seek ways of applying that science to their own everyday lives.
Conference Presentations by Dr. Sandra von Doetinchem de Rande
American Society on Aging, 2021
https://docs.google.com/presentation/d/1Uc_nr0qi4MhgbXEWFq-XDDpWJeJqA3E3jzcWp1DlCP8/preview
Lifel... more https://docs.google.com/presentation/d/1Uc_nr0qi4MhgbXEWFq-XDDpWJeJqA3E3jzcWp1DlCP8/preview
Lifelong learning is an essential component for a socially, cognitively and physically healthy lifestyle. We will explore the concept of lifelong learning and address the question of why older adult education has gained importance during COVID-19 with regard to overcoming social isolation and loneliness. We will share best-practices for transitioning from an in-person to an online curriculum, while also discussing how COVID-19 has magnified the visibility of many systemic social inequities, including the digital divide. Despite the swift pivot to online learning among lifelong learning providers and learners, many older adults continue to be left behind in the transition. We will address the many barriers and systemic inequities in access to lifelong learning and discuss solutions for thriving amidst the pandemic.
Poster Presentations by Dr. Sandra von Doetinchem de Rande
Quantitative assessments in noncredit education typically evaluate participant’s satisfaction or ... more Quantitative assessments in noncredit education typically evaluate participant’s satisfaction or experiences with courses and the instructor. Learning outcomes are usually not assessed. However, conducting learning outcome assessments and ensuring student learning not only for credit, but also for noncredit education appears crucial considering that noncredit education is increasingly gaining importance in our current and future workforce. For example, employers increasingly focus on skills rather than degrees and rapidly changing technologies and workforce demands require employees to quickly adapt to these changes with the help of, e.g., ongoing professional development opportunities and lifelong learning activities. In light of these changes, this poster highlights a suggestion on how learning outcome assessments can be incorporated into noncredit education.
Talks by Dr. Sandra von Doetinchem de Rande
University of Hawaii at Manoa. OFDAS Center for Teaching Excellence., 2021
Higher education is preparing to see an increasing number of mature adult learners who return to ... more Higher education is preparing to see an increasing number of mature adult learners who return to college on either a credit or non-credit basis. UHM enrollment statistics show the number of students aged 50+ who take credit courses has increased significantly. While research emphasizes the importance of lifelong learning for cognitive and physical well-being, research also suggests that mature adults can learn differently than younger ones. In this session, panelists will discuss what makes mature adult learners unique, challenge stereotypes of aging, and provide the audience with best teaching practices and resources for mature adult learners at UHM.
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Papers by Dr. Sandra von Doetinchem de Rande
Resources have been stretched thin during the COVID-19 pandemic. To save lives, the global community has been forced to make extreme short-term sacrifices: widespread closures, unprecedented unemployment, profound financial loss and physical distancing. What might be the psychological, emotional and physical toll as the population has grappled with living in isolation? Time will tell, but social isolation is an obvious outcome.
Prolonged loneliness brought on by social isolation is nothing new to a huge percentage of the population. Even before the pandemic, one in three Americans and 60 percent of older adults had already experienced the detrimental impact of loneliness. Clinical psychologist Onyedikachi Ekwerike expressed it most succinctly, stating bluntly, “We already had a pandemic before COVID-19.” Now more than ever it is critical to provide pathways for our most marginalized and vulnerable population members to remain socially engaged.
which are commonly divided into formal, non-formal and informal settings. While formal learning
takes place within a traditional hierarchical and chronological education system and typically
finishes with a degree or credential, non-formal learning consists of organized and systematic
educational activities that are presented to selected population groups, such as older adults, and
that do not lead towards a degree or credential. Informal learning takes place outside of these
contexts and can be understood as a non-intentional and often unconscious form of learning, like
learning from experience. The majority of organized education for older adults occurs in the context
of non-formal learning.
The highlight was Sustainable Summer Day—a free festival for the campus community and general public, which will be the focus of this paper. The paper describes planning steps and marketing efforts, discusses general outcomes, lists key takeaways, and introduces an idea to get the community involved in summer sessions through sustainability education.
Conference Presentations by Dr. Sandra von Doetinchem de Rande
Lifelong learning is an essential component for a socially, cognitively and physically healthy lifestyle. We will explore the concept of lifelong learning and address the question of why older adult education has gained importance during COVID-19 with regard to overcoming social isolation and loneliness. We will share best-practices for transitioning from an in-person to an online curriculum, while also discussing how COVID-19 has magnified the visibility of many systemic social inequities, including the digital divide. Despite the swift pivot to online learning among lifelong learning providers and learners, many older adults continue to be left behind in the transition. We will address the many barriers and systemic inequities in access to lifelong learning and discuss solutions for thriving amidst the pandemic.
Poster Presentations by Dr. Sandra von Doetinchem de Rande
Talks by Dr. Sandra von Doetinchem de Rande
Resources have been stretched thin during the COVID-19 pandemic. To save lives, the global community has been forced to make extreme short-term sacrifices: widespread closures, unprecedented unemployment, profound financial loss and physical distancing. What might be the psychological, emotional and physical toll as the population has grappled with living in isolation? Time will tell, but social isolation is an obvious outcome.
Prolonged loneliness brought on by social isolation is nothing new to a huge percentage of the population. Even before the pandemic, one in three Americans and 60 percent of older adults had already experienced the detrimental impact of loneliness. Clinical psychologist Onyedikachi Ekwerike expressed it most succinctly, stating bluntly, “We already had a pandemic before COVID-19.” Now more than ever it is critical to provide pathways for our most marginalized and vulnerable population members to remain socially engaged.
which are commonly divided into formal, non-formal and informal settings. While formal learning
takes place within a traditional hierarchical and chronological education system and typically
finishes with a degree or credential, non-formal learning consists of organized and systematic
educational activities that are presented to selected population groups, such as older adults, and
that do not lead towards a degree or credential. Informal learning takes place outside of these
contexts and can be understood as a non-intentional and often unconscious form of learning, like
learning from experience. The majority of organized education for older adults occurs in the context
of non-formal learning.
The highlight was Sustainable Summer Day—a free festival for the campus community and general public, which will be the focus of this paper. The paper describes planning steps and marketing efforts, discusses general outcomes, lists key takeaways, and introduces an idea to get the community involved in summer sessions through sustainability education.
Lifelong learning is an essential component for a socially, cognitively and physically healthy lifestyle. We will explore the concept of lifelong learning and address the question of why older adult education has gained importance during COVID-19 with regard to overcoming social isolation and loneliness. We will share best-practices for transitioning from an in-person to an online curriculum, while also discussing how COVID-19 has magnified the visibility of many systemic social inequities, including the digital divide. Despite the swift pivot to online learning among lifelong learning providers and learners, many older adults continue to be left behind in the transition. We will address the many barriers and systemic inequities in access to lifelong learning and discuss solutions for thriving amidst the pandemic.