By A.E. Sinner
I often wonder why we are afforded opportunities in life. Do we create spaces for ourselves? Do we find the path open before us? Why do the members of a group come together in a given time and place? What is the meaning of such events? When I reflect on my experience of learning in a graduate cohort model, I know I have been privileged to participate in a forum that is truly unique. Our group of just over 20 learners is nearing completion of a master of adult education degree. During the last two years, we have been part of something very special, and each and every member plays a key role in defining the value and purpose of this experience. Such events are rare. Such events are indeed life changing.
The University of Victoria created a space for our cohort, between traditional models of learning, where individuals with life experience and real-life commitments could further their educations. We were offered access to learning. The university built it and we came. My place in the cohort was secured by chance, a month after it began, when a seat became available only after another had withdrawn. Had that individual not declined, I would not be here today, about to complete a graduate degree, a long-held dream that has waited more than a decade to be fulfilled.
Our group members come from every corner of Vancouver Island, the largest island off the west coast of North America. This vast geographic area spans approximately 280 miles in length from north to south and has an area of more than 12,000 square miles. Representing isolated communities to urban centers, and towns of all sizes in between, we bring with us the importance of our homes and workplaces, from the northernmost point to the southernmost point, the east coast to the west coast of the island, the flavor of each region is voiced in our conversations, raising our awareness and sensitivity to the diversity of our communities. It is this dynamic mix of individuals that is our strength, creating a portrait of who we are as a cohort of learners. We are a mature group, with all members over 30 years of age, who perform very different jobs and life roles. I marvel at the broad scope of perspectives that have become part of our experience. As a group we have learned to navigate these seemingly enormous gaps, constructing bridges over the impasses and meeting on the other side.
To match learning with our lifestyles, our cohort meets in a central location for one weekend each month during the fall, winter and spring sessions. We discuss our ideas, participate in activities, and present our learning to the group. We complete our assignments individually, as self-directed learners, and collaboratively, within small groups. We even conducted one course through Web-based distance learning. Two summer residencies brought us from our homes to the institution for intense weeks of study. We engaged in many learning platforms, but a flexible program structure is not enough to solidify a group. It is just part of the puzzle.
I believe we are still together because of the leadership of our cohort supervisor, who is ideally matched for our group of learners, and who thinks "outside of the box." Our primary facilitator has been fundamental in our ongoing commitment to the group process, consciously creating a learning environment of tolerance, democracy and voice, modeling encouragement, respect and consistent personal and professional guidance. All learners are fragile in their own way and to have a professor extend an open hand of support, regarding each member as a knowledgeable peer, I believe speaks to the personal dedication of our supervisor.
In this program, I am encouraged to write in the first person, and my life experiences are considered worthy of mention. I am now able to embrace learning from a perspective that is my true voice. What freedom! I do not have to force aside my naturally intuitive self. I do not have to adopt a philosophy or behavior that makes me uncomfortable, places stress on my inner conscience or brings me into conflict with my "self" or my surroundings. I have learned that I much prefer the intimacy of a learning environment where faculty do know who you are and take an interest in your learning experience. In our cohort, we have developed strong relationships, connecting learners to faculty and the institution with each consecutive course.
There were times of trouble, times when rifts emerged between individuals within the group and between members and individual professors. There were times when the behavior of some members jarred with others. It is to be expected in a group of such diversity. But at no point did difference of opinion stagnate our learning. We are all keenly motivated by a desire to grow and embrace that love of learning we all share.
Even within the framework of the cohort model, I cannot underscore enough the difficulty of maintaining our work lives, home lives and our learning. Our real lives demand our attention, and how we respond is critical. It is easy to underestimate the high level of energy needed to complete such a program. With continuous coursework over two years, keeping a balanced life is a tenuous juggling act. Learning in a cohort requires discipline, efficient use of time and attention to detail from the outset. To avoid being overwhelmed by the workload, I broke each course into small parts, limiting my focus to one component at a time, but always keeping the final project at the back of everything. Each course represents an opportunity to work toward the final project, to collect articles and write about a subject of interest. Much of my previous work is like a foundation from which I now draw themes to include in chapters of my final project. As we move toward completion, time predictably has taken on another dimension and we cannot afford to let a day slip away.
"Read widely and read deeply." This was the advice given to me when I committed myself to this program, and these are words of truth I would share with anyone considering any level of learning. By reading beyond the requirements of the courses, I have discovered so much more about adult education and about myself as a learner. My satisfaction with the program is due in part to the development of ideas outside of course content. The influence of this knowledge is reflected in my writing style, my perspectives and my understanding of the world around me.
Following the wisdom given to me, I must add my own suggestion for success-write freely and keep writing. Before I begin a paper, I write in my journal. I need to find my voice, to expunge the distractions and allow my thinking to focus on a single question. It is like a warm-up exercise. Writing is a pleasant process for me, and I enjoy this medium of self-expression, as the paper becomes a painted canvas of words. The creative flows of journaling offer kernels of reflection that then emerge in academic papers.
Cohort-based graduate programs have proliferated across the educational landscape, and most institutions now offer some form of master's degree in a flexible learning format. We have more choices in learning models and program specialties than ever before. There is an opportunity to ask: What does the institution offer me as a learner? Does this program match my learning style? Is this cohort the right cohort for me? Will this group of learners share the kind of intellectual stimulation I am seeking? Does this program fit into my lifestyle? Once I complete the program, does the institution offer me further learning opportunities? If a program or cohort is not satisfactory, there are many more to try.
Time shared within our group has helped me conceptualize changes taking place within myself. I recognize a transformational experience is underway, a metamorphosis that began with my first class. I know this program will continue to have a significant and lasting impact on me as a person, and that makes me very excited about the future.
In our cohort, we have shared the coming of life, the taking of death, the fear of illness, the loss of love, the emergence of new love, the joy of success and the angst of failure. We have opened our homes to each other, and we have developed bonds of friendship that will surely be sustained beyond the parameters of coursework. We miss each other when we are apart, and we are in great comfort when we are together. We are a family.
Two years seemed like a great deal of time when we began in the fall session of 2000. As we are about to complete the program, I wish for more. It is too brief. I feel I am only now beginning to understand the depth of our purpose. Only now do I feel my momentum, my intellectual stride. And it saddens me to say goodbye to the group. They are cherished in ways they do not know. I thank each and every one of our group members, and our dedicated supervisor, for their gifts to me during this time and in this place that cannot be replicated. I am so grateful for the support of those who made this possible and for the chance to be in the right place at the right time. Whether we jump in with both feet or decide to join in just one class, learning is a great opportunity that gives each of us a different reward. We seldom regret taking an opportunity to discover something new about ourselves, but we often regret turning aside a chance to be and become.
The Forum is an outlet for opinion pieces of interest to our readers. The views expressed are those of the authors and do not necessarily represent an official position of the Association for Career and Technical Education. To respond to this opinion piece, write to Techniques at 1410 King St., Alexandria, VA 22314 or e-mail us at acte@acteonline.org.
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