Teaching leaves traces — in course designs, facilitation choices, assessment structures, and in the work learners produce when given the space and support to do their best thinking. The products that follow offer concrete examples of how the principles described in this dossier take shape in practice. All student work has been shared with the full knowledge and consent of the learners involved, in the spirit of the trust and reciprocity that defines my teaching relationships.
In this summative assignment, learners were challenged to situate themselves within the broader historical and intellectual landscape of adult education by selecting a significant historical or contemporary event, movement, or influential figure that has meaningfully shaped the field. This assignment represented the culmination of a scaffolded research process, building directly upon an initial inquiry phase in which learners synthesized their foundational research into an infographic poster — a visually compelling artifact that captured the key contributions, context, and significance of their chosen adult educator, event, or movement. Having already established a strong conceptual foundation through that earlier work, learners were now positioned to deepen and extend their analysis, moving from documentation toward critical interpretation.
Drawing on scholarly research and critical analysis, learners investigated not only the origins and context of their chosen topic, but also its lasting influence on adult education theory, policy, and practice — tracing the ways in which it continues to resonate in today's educational landscape.
To communicate their research, learners were required to design and deliver a Pecha Kucha — a dynamic, disciplined presentation format consisting of exactly 20 slides, each displayed for precisely 20 seconds, for a total presentation time of six minutes and forty seconds. Far from a traditional slide deck, the Pecha Kucha format demanded that learners distill complex ideas into their most essential elements, pairing concise, purposeful narration with intentional visual storytelling. This constraint challenged learners to move beyond information delivery and toward genuine synthesis — making deliberate choices about what to foreground, what to omit, and how to guide an audience through a coherent and compelling narrative arc within a fixed and unforgiving timeframe.
Taken together, the progression from infographic poster to Pecha Kucha presentation reflects a intentional instructional design — one that guided learners from initial research and visual synthesis toward increasingly sophisticated forms of scholarly communication and critical engagement with the history and evolution of adult education.
Fr. Greg and Homeboy Industries
SGWU Riots
Impact of the NBF on Adult Education
Ethical Dilemma Situtation
"Answer Key" / Discussion
In this summative assignment, learners were tasked with collaboratively developing a nuanced, real-world ethical dilemma to present to their peers. Working in small groups, students were challenged not only to identify a morally complex scenario relevant to their field of practice, but also to thoughtfully construct the conditions and stakeholder perspectives surrounding it — ensuring the dilemma was rich enough to sustain meaningful discussion and resist easy resolution.
Throughout the course of a week, each facilitating group guided their peers through a structured, dialogue-centered exploration of the dilemma, applying Brockett and Hiemstra's Ethical Decision Making model as a shared analytical framework. This process encouraged learners to move beyond surface-level reactions, prompting them to interrogate underlying values, weigh competing obligations, and consider the broader social and professional implications of each potential course of action. Peer participants were active contributors to this process, bringing their own experiences, assumptions, and ethical reasoning to the table — enriching the discourse and reflecting the kind of collaborative moral reasoning expected of practitioners in the field.
At the conclusion of the week-long facilitation, the presenting team revealed and justified their proposed "solution" to the dilemma — not as a definitive answer, but as an opportunity to model transparent ethical reasoning and invite critical reflection on the decision-making process itself. This culminating moment reinforced the assignment's broader goal: to develop learners' capacity to navigate moral complexity with both rigor and humility.