The Radiography Instructor

As adults are varied in their reasons for obtaining higher education, so too must the educator’s instructional design be varied as well. Adults may be goal-oriented learners who are engaging in learning to satisfy an extrinsic or economic goal, activity-oriented or participating for an opportunity to socialize, or learning-oriented, i.e. focused on developing new knowledge (Merriam & Bierema, 2014). Understanding the reasons that adult learners are pursuing education can help instructors create learning environments that motivate learners and promote deep learning and even neuroplasticity. 

Merriam & Bierema (2014) explain that as adult educators plan and prepare for instruction they should focus on “establishing inclusion [which] involves creating an atmosphere that promotes a learning community so that everyone feels respected and connected” (p. 156). Establishing inclusion is extremely important in learning environments with racially, ethnically, and culturally diverse students. Fostering connections in the learning environment through introductions and sharing personal stories allows all participants to give meaning to their experiences, build rapport, trust, care for others, and lowers anxiety, all of which enhance motivation and learning  (Merriam & Bierema, 2014).

Most of my Radiography students are goal-oriented learners, who are pursuing higher education to learn a skill that will help them obtain employment in the medical field after graduation.  As such, my students tend to be highly motivated to succeed (extrinsically and intrinsically). Often they have waited two to three years on a waiting list, and are very eager to begin the next chapter of their lives. Building rapport amongst students is very important as these students spend two years learning together; positive relationships are critical to the success of the students and the group. I utilize introductions and team building at the beginning of the semester, and collaborative learning throughout the course, to promote a positive learning environment where hopefully students stay motivated even when confronted with challenging material.  

Unfortunately, there was not a strong emphasis on cultural awareness when the course was designed, however there is increasing awareness of the importance of inclusivity on my campus and in my program so ensuring diversity, equity, and inclusion are present is an ongoing process. As mentioned, I do utilize introductions and storytelling often, and emphasize team building, which hopefully helps students build connections and strengthen empathy. 

Although my program has always encouraged critical thinking and skills attainment, I don’t believe neuroplasticity was considered when the course was developed. As a result of my own recent research on neuroplasticity I have already incorporated concepts such as encouraging a positive self-image and managing stress effectively, which aids in critical thinking and increased retention, into my daily interactions with students (Hoey, 2016). 

In addition, Schairer (2016) explains that it is important to practice self-compassion, or taking time to care for ourselves when we are overwhelmed, stressed out, suffering, etc., before we can practice compassion for others. Self-compassionate people are kind to themselves, understand that no one is perfect, and have nonjudgmental thoughts (Schairer, 2016). Further, practicing mindfulness and avoiding negative self-talk can help everyone have higher satisfaction in school and work, less depression, and avoid “empathy fatigue” or burnout (Schairer, 2016).

Regarding culture and learning environments, Schairer (2016) explains that encouraging and practicing compassion, or the awareness of another’s suffering and the readiness to relieve that suffering, makes us happier, less stressed, and healthier individuals.  Interestingly though, demonstrating compassion (empathy and action) is very difficult if we can’t relate to the individual who is suffering, or don’t recognize them as human beings; individuals with bodies, brains, minds, and feelings (Schairer, 2016). 

A University of Bologna study that revealed feeling empathy is often limited to one’s own racial group. In the study, Caucasians felt empathy for other Caucasians, not Africans, and vice versa (Schairer, 2016). The researchers in that study concluded that we are all born with the ability to be empathetic but learn racial biases over time. Schairer (2016) explains that when we “notice the commonalities we share with everyone, we can then feel empathetic and offer compassion” (p. 203). As educators we have an immense opportunity to encourage compassion in our colleagues and students by recognizing how we relate to, or identify with others, especially those from various racial or ethnic groups.

References

Hoey, C. (2016). The Neuroscience of learning and development: Enhancing creativity, compassion, critical thinking, and peace in higher education (M. J. B. Ludvick, Ed.). Stylus Publishing, LLC.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. John Wiley & Sons, Incorporated.

Schairer, S. (2016). The Neuroscience of learning and development: Enhancing creativity, compassion, critical thinking, and peace in higher education (M. J. B. Ludvick, Ed.). Stylus Publishing, LLC.