The Foundation of Adult Education

By Mr. William J. Clark, Department of Leadership and Management

Article published on: April 1, 2024 in the April-June 2024 Edition of the Warrant Officer Journal

Read Time: < 26 mins

Candidate for Master of Education, Loiusiana State University

Part I: The Adult-Learner

At a very early age, introduction to learning curricula meant to broaden our world knowledge is engrained in our culture. From learning the stove is hot to introducing calculus, we need to understand when to transition to the next level of learning. As we age and are introduced to more advanced technology, our learning accelerates quicker than the previous generation. Now, students can scroll through encyclopedias on a device smaller than their hand and use advanced algorithms to write multiple-page papers on whatever subject’s requirements. An educational institution or educator must understand when the student switches from youth to adult learner. Adult learners possess different attributes, characteristics, and expectations that will guide them to continue to seek enlightenment through education.

Classification

One of the first aspects of the adult learner we must understand is when students will transition from a grade school mindset to an adult-organized way of learning. Everyone will make this transition at different times, but in general, it is essential to have programs that serve those 16+ years of age who are no longer enrolled in school or required by state law to be enrolled (Bonney, 2018, p. 1). At this age, we will notice a shift in priorities in this student, fueled by external factors such as work or an unusually structured home life requiring more attention (usually from the oldest sibling taking care of younger ones). During the early to mid-1800s, Alexander Kapp developed a system to assist in identification and education for the benefit of the adult learner. In itself, andragogy and foundational theories, including self-directed, transformational, and experiential learning (Rocco et al., 2021, p. 74), provide an imperative understanding of how educators can develop and employ information to facilitate learning in adults. Another aspect of adult learners is how and where they will receive their education. There are many choices in furthering one’s education, and selecting that place will also determine the facilitation requirement for each adult. Robert Peers articulated this best when he wrote, “The general picture of the age distribution of adult students does not tell the whole story since the average age of different groups differs according to the type of course, subject, and place the course is held” (1998, p. 180). Whether online, in-person, or hybrid, the adult learner requires a different learning experience than experienced during grade-school studies.

Characteristics

Adult learners are driven by different factors that influence their choices in education. The pedagogical student is mandated to attend a certain level of education by law or parental preference. In contrast, adults can choose to participate in academic or work-related education. In a sense, adult learning refers to the education and training pursued by mature learners (Bouchrika, 2023, p. 2), insinuating that the learner expects a return on their investment in education. All adult learners have obstacles such as technology or working in Excel or Word, time-related commitments that go against work/family schedule, existing student loans, and not remembering past studies (i.e., chemical or physical chemistry) for which refresher tutoring is required (Bellare et al., 2023, p. 34). External influences articulate their experience in a subject area. However, they will also allow their work/life priorities to influence how they prioritize what needs to be completed and when.

Moreover, adult learners will have their purpose drive the quality of work prepared in an educational setting. They are more autonomous in their work, which may lead to a fear or lack of change in their current knowledge, but they could be coached and mentored into a new order of thinking. Also, career development with opportunities provided by their employer, with one of the top offerings being tuition reimbursement (Bellare et al., 2023, p.34), can influence the adult learners’ cause to develop.

Expectations

Educators need to understand that three significant areas comprise the definition of what adult learners expect in an institution: learner-centeredness, self-directed learning, and a humanist philosophy (Bouchrika, 2023, p.2). These areas allow the adult learner to prioritize life expectations with that of the educational institution, which is usually seen through online learning and the willingness of the learner to select that platform. Throughout history and equally today, adult education has been a voluntary movement without external pressure to maintain attendance (Peers, 1998, p.171). The freedom of not relying on external pressure to ensure tasks are completed surprisingly allows the adult learner to enjoy successes or reflect on failures more intentionally. Many different educational programs are tailored to adults, and academic or trade-specific knowledge facilitates a variety of choices for this student population. Honest feedback, faculty support, and course availability are essential to the adult learner and influence their choice of program and institution.

Adult learners have different experiences and constraints in furthering their education than traditional grade school learners. Career, family, and other factors significantly influence how and when the adult learner will continue to receive an education. Individual attributes, characteristics, and expectations drive the adult learner to select an institution and course program that will benefit them. Educators must develop and instruct the adult learner differently than traditional education practices dictate. We must understand the history of adult learning development to understand this concept.

Graphic: Rendering of Adult Education created by ChatGPT 4o

Part II: The History of Adult Education in America

Education Historically

Education in the United States (U.S.) has seen an influx of participants and regulations that will enable those who wish to pursue relevant knowledge and enlightenment. Since the formation of the U.S., individuals who were able and accepted to attend an adult education program have drastically changed. Socially and economically prosperous men led the development of the educational foundation of this country but have since handed the reins to a more diverse population. Given this information, it is still statistically relevant to note that similar socially influenced selects still significantly affect the programming and selection of which adults are allowed access to education after high school. From historical U.S. programs to current trends impacting adult education and development, achievable access to adult education after high school impacts how we ensure a willing and educated workforce.

Adult Education

During the formation of the United States, educational opportunities developed from academics such as Benjamin Franklin, which set the foundation for how professional men would educate and apply knowledge in the industry. Noted in his autobiography, Benjamin Franklin addressed education by narrating that “reading became fashionable; and our people having no public amusements to direct their attention from the study, became better acquainted with books (1771, pg. 3). Notations such as this indicate that institutions for higher education were mostly out of reach of the early U.S. population, which allowed for the publishing of books to enlighten individuals who were unable to pay for college. One major reason for someone to start a version of adult education was to ensure that they had the knowledge required to maintain a business or work under the owner of such a business. In short, industrial training was common in the early U.S. to facilitate a wage to “bring home the bacon” to their family. Libraries had a large influence in gaining knowledge in academics or industry early in the U.S. These libraries did require a monetary donation for access. Still, it was significantly less than attending a traditional university or college. In these library clubs, every member, in his turn, should produce one or more queries on any point of Morals, Politics, or Natural Philosophy (Franklin, 1771, p. 1); it is important to note that the use of the term “his” still annotates that men were the sole member group in these clubs. Although women and some African Americans could gain a higher education, it was usually based on financial class or the proprietor’s will for educational opportunities.

Religion

Religion significantly impacted who would receive a higher education and who would not. One of the significant factors in education is the language in which religious materials are written. As English became more common in religion, adults who could read and decipher religious messages widened, allowing more of the population to gain an education. Historically, the Bible was one of the first pieces of literature someone would learn to read and commonly one of the only books personally owned during the time the U.S. was formed. It has been noted in multiple sources that the “Social Gospel movement appealed to the mortality of Christians to respond to the needs of people in poverty, immigrants, and other disenfranchised populations (Loberg, 2022, p. 230). Loberg has brought to light the necessity for expanding religion through education and reading spiritual documents. Surprisingly, this also indicates the need to fit into a society for those who have traveled from outside the traditional borders of a culture. Religious groups would also seek out those who wish to learn about specific aspects of spirituality, leading to organizations traveling to those outside their domain. Traveling to educate enforces the process that involves a significant proportion of persons in the relevant universe; activities of interest possess specific stability and resilience over time (Guo, 2015, p. 10). Guo could articulate how the framework of adult education seemed to be sought out by specific individuals and purposes. Religion, industry, or academic needs in the context of initial vocational training provide basic vocational knowledge and skills in specialties for integration, reintegration in the labor market, and the development of human resources (Nikolaus, 2020, p. 103). Religion and vocation influenced who and why early U.S. adults sought higher education.

Trends Impacting Adult Education

As adult education developed in the U.S., so did the social norms in who and why adults would attend. Educational methods were grounded in individual interaction with others and the social environment (Loberg, 2022, p. 232), indicating that adult education would elevate individuals to a higher social level other than physical money. Industry plays a prominent role in the type of continuing education adults seek. Trade schools, vocational rehabilitation, and different dimensions of higher learning would influence how business owners hire and fire workers. Workers in a pledge for their jobs or promotion would take necessary steps to ensure success. When analyzing the relationship between unemployment and the quality of education, we must first recognize the surrounding factors that contribute to unemployment (Haddad, 2022, p. 51). These factors include monetary class, social class, and certain immigration statuses, which provide substance to how adult education is marketed and achieved. Employers have derived incentives to encourage their current workforce to seek higher education; the problem is that adult learners’ motivations differ from children’s. Most adults seek education because they have specific goals (Nikolaus, 2020, p. 68), indicating that specialty knowledge is needed. The diversity of a population will always dictate educational necessity; it also falls on the students facing different challenges that require a higher level of maturity to resolve (Haddad, 2022, p. 69), which is a by-product of the initial education received as a child. Individual developmental needs that stem from self, industrial, and societal requirements influence how educational institutions develop content and who has access to it.

Access to Education

From the early days that formed the U.S., libraries have improved the general conversation of the Americans and made the typical tradesmen and farmers as intelligent as most gentlemen from other countries (Franklin, 1771, p. 3). Libraries could provide knowledge for those who wish to self-develop, but institutional learning was offered only to a select few. Historically, white men of means or their employees could attend adult education institutions to enhance the monetary gain of the “bosses” place of business. As time and laws developed, more diverse individuals of the U.S. population would have the opportunity to satisfy their reasons for learning. The university industry will continue its long-standing commitment to social inclusion by working toward a more inclusive adult education squarely focused on benefiting marginalized adult learners (Guo, 2015, p. 8), facilitated by additional equality laws provided by the U.S. legislative branch of government. Women, Black Americans, Latin Americans, Asian Americans, and even migrants could pursue adult educational opportunities better than they would have in the past. For every adult, it is essential to identify the educational needs and the objectives of the program they want to attend (Nikolaus, 2020, p. 105). A significant need currently is the opportunities afforded to immigrant women, who face multiple barriers in adapting to the host society, particularly in accessing the labor market and owning to disadvantages attributed to gender, class, and race (Guo, 2015, p. 12). With as many strides in equality as the U.S. currently has made in education, it is time to address the minority of the minorities that make up our culture known as America.

The United States remains the beacon of the world’s freedoms through legislation, awareness, and action, including adult educational resources. Continued work is necessary to ensure that everyone who has a personal drive for higher education is provided with the opportunity to achieve it. Whether it is trade, academics, or an extended understanding of an individual topic, adults learn because of different factors than children. However, we look at the current issues in adult education, the idea of life, liberty, and the pursuit of happiness (Creek, 2014, p. 55), which have foundational properties in how citizens achieve an education. However, the educator’s focus is to ensure that we follow specific guidelines to capture the attention of adults who learn a particular set of information at a specific time.

Part III: Philosophical Foundations of Adult Education

Affiliated Philosophies in Adult Education

Adult educators have always had the talent of adapting to the student and determining the most effective method of presenting information. Today, there is a list of current philosophies that adult educators adopt to enhance the environment for learning. With the application of ancient techniques or capitalization on modern developments in adult education, learners today have yet to have a variety of opportunities to develop technical or institutional knowledge to succeed in a career path. The application of Essentialism, Perennialism, Behaviorism, Progressivism, and Existentialism has the potential to reach individual students in what they want to achieve.

Essentialism

This philosophical approach to education can integrate common and essential ideas or skills belonging to a particular culture, made available to everyone in a centralized atmosphere. The professor would establish the environment necessary to adopt and learn from different perspectives encompassing the classroom’s subcultures. It is also seen as taboo in some institutions as this is “often associated with old-fashioned conservative and even patriarchal thinking” (Holma, 2007, p. 45). Looking from a more conservative lens, Essentialism can potentially turn some learners off from the lessons the educator presents. Holma articulated this best when she stated that Essentialism “cannot serve on its own as a philosophical justification for essentialism but needs some supplementary argument” (2007, p. 47). Educators who take on this philosophy must supplement another to enhance the effectiveness of their teaching techniques.

Perennialism

Perennialism takes on the historical complexity of adult education by basing on Aristotle, Socrates, and Plato to embrace thought in the students. This philosophy established itself in modern form as a secure resting place for those who lacked faith in the progressive recipe for educational problems (Mosier, 1951, p. 80). Considering this, it is common for Perennialism to be supplementary to Essentialism in adult education. Educators effectively pass information to students in a way that will reinforce other knowledge as it relates to how it transforms over time. In this, “truth was defined as conformity of thought with things, not as temporary and accidentally disclosed, but under the form of eternity (Mosier, 1951, p. 84). Philosophically speaking, the educator corresponds current knowledge to what has been passed down and vetted over generations in context to the lesson’s topic.

Behaviorism

Behaviorism exists in the student population to correlate what knowledge can do in the operational environment. Another term for this philosophy is Kinesthetic learning. From a mechanical view or what information is synthesized in an academic paper, this is how the rubber would meet the road for the learned topic. More importantly, Behaviorism is a psychology and philosophy of learning; objectives are stated before instruction (Ediger, 2006, p. 180). A student will find this usually in the syllabus of a course they are beginning to take. Standardized tests indicate a form of Behaviorism with its uniformity of test-taking conditions (Ediger, 2006, p. 179), which exists in the fields corresponding to a course tailored to a scientific approach vs. a liberal art one. Behaviorism also has roots in modern philosophic and scientific movements (Spurgeon &Moore, 1997, p. 1) as learning institutions adapt to cultural shifts in education requirements.

Progressivism

Progressivism, evolving from behaviorism, assists students in their education by testing through experimental learning and, in a more simplistic form, gaining answers to specific questions in a facilitated environment. Progressivism has historical origins in the progressive movement in politics, social change, and education (Spurgeon & Moore, 1997, p. 1). This philosophical approach to teaching is a melting pot containing all other educational philosophies. Studies in educational philosophy indicate this is the most predominant philosophical preference for professors and leaders in education (Spurgeon & Moore, 1997, p. 5). It is essential to understand that all students have questions about what is being taught and how it is presented. Progressivism subjectively allows the student to identify and place in context the answers to their questions and how relevant the information is to future careers or studies.

Existentialism

This philosophy of education considers the idea that every student is unique. The uniqueness of the student body diversifies educational requirements in that individual students will be catered to in the curriculum. Views in this area contain implications that reconstruction or radical adult education holds that society requires constant change (Conti, 2007, para 8). Existentialism in adult education is viable due to the generational communication gap between the professor and the student. In my adult education experience as an instructor, this philosophy is the basis for the “facilitator” model for instruction. The “teacher is a guide, a motivator, a supervisor, a helper, and one who encourages to bring the best out of learners (Ediger, 2006, p. 181). Existentialism is familiar in military adult education at the different levels of rank-based education to members of the Department of Defense.

Formation and Application

It is essential to realize that the individual educator and the educational institution do not have to be on the same philosophical plane to be adequate for their students. The magic of adult education happens when different philosophies can be integrated to form the best environment for life-long learning. However, developing a working philosophy is an important step in preparing an individual for the role of educator (Spurgeon & Moore, 1997, p. 1). Individuals need to understand how the students receive the teaching style they are educated. No matter what field you are in, one of the characteristics of professional development activities among this diverse group of adult educators is an attempt to understand better the teaching-learning process (Conti, 2007, para 2). Educators may adopt different philosophies to engage students in the same class.

If we look at education as an art, the perception and reception of how the students receive and retain knowledge is of the utmost importance to the educator and the institution. In itself, “teaching style is comprehensive and is the overt implementation of the teacher’s beliefs about teaching, it is directly linked to the teacher’s educational philosophy” (Conti, 2007, para 6). Working together, the teacher and the educational institution will integrate philosophies to reach each student on campus better. This will ensure that knowledge is not just received by the student but retained for further use.

Part IV: What is Andragogy?

Over the past century, adult education has undergone a transformation that has brought it away from traditional academics. Individuals such as Alexander Kapp and Malcolm Knowles developed a philosophy that brought the adult learning model away from Pedagogy, which is the model for structured education experienced by children and adolescents. By developing andragogy, adult education began looking at the traditional higher education setting, noticing that students are motivated by various internal and external stimuli (Pew, 2007, p.15). Kapp and Knowles continued their work and found that the study of student motivation spans philosophical and practical disciplines and offers multiple findings with recommendations for the best practice of educating adults (Pew, 2007, p.14).

Andragogy means the art and science of teaching adults, which solved the problem of conflicted terms and methods (Forrest & Peterson, 2006, pgs. 114-115) caused by developing adult curriculum utilizing Pedagogy, or child philosophy. Unlike child students, adult learners are not defined by their roles as students but rather by the various identities they must use to live their lives (Forrest & Peterson, 2006, p. 117). Adult learning approaches lean towards the hands-on learning approach, andragogical tends to be highly participatory with foundations in the experiences hands-on applications can provide. (Bouchrika, 2023, p. 2). The philosophical study of andragogy led to the discovery of the Six Assumptions that guide educators to better reach adult learners. These assumptions allow adult educators to ensure that the content presented brings breadth and depth to satisfy their motivations for continued education.

Six Assumptions of Andragogy

The first assumption we will look at is the Self-Concept. Self-concept learners are independent and self-directed (Bouchrika, 2023, p. 4). These learners work well with the curriculum-unlocked early and practical guidance through syllabuses and grading rubrics. The following assumption is the Learning from Experienced learners. These are our direct students who reinforce information through application or repetition.

Experience learners also learn through previous experience, which allows for a good repository for learning (Bouchrika, 2023, p. 4). Next, we have our Readiness to Learn group, which seeks out information that is valid to them and how it integrates with the world in which they operate. Immediate Application learners are driven by tasks they need to complete in life. Adult learners in this category are focused on the next step of completion to get to the next phase in a profession. Our Internally Motivated group is just that: they are driven by internal factors that guide their educational goals (Bouchrika, 2023, p. 5). Lastly, the Need-to-Know students require the relevance of the information being passed to them. Bouchrika said the best about this group is that “they need to know the value and what they are learning” (2023, p. 5). The six assumptions of andragogy allow us to develop course content that will facilitate the next topic of discussion, the different learning styles of adults.

Adult Learning Styles

Different factors influence the identification of adult learning, starting with how they were educated as children. We begin by looking at what styles are developed to ensure the knowledge gained is retained. In this section, we will examine seven different learning styles, along with some other theories that supplement these learning styles.

Visual/Spatial

This style relies on images to process information and is also good at making connections (Bleich, 2023, p. 3). Visual aids delivered through media like PowerPoint allow this learner style to provide validity with different pieces of information and how to link them together.

Auditory

Auditory-style learners retain information better by hearing it. Educators provide breadth and depth of knowledge by correlating the different words and terminology their lectures utilize. This style is usually the focal point of learning in an adult-centered institution (Bleich, 2023, p. 3). Lectures, informational videos, and podcasts engage auditory learners the best.

Linguistic

Linguistic learners process information best through speaking and other language exercises (Bleich, 2023, pgs. 3-4). Adult learners in this style are usually in specialized speaking or language courses required for their professions. Motivations exist internally and externally, as how they verbally communicate affects how others receive their information. Reaching these learners is best through writing assignments, discussions, and guided readings.

Logical/Mathematical

Logical-styled learning requires the adult to utilize distinct processes to break down learning into steps (Bleich, 2023, p. 4), allowing them to analyze problems logically. Gaming and other similar analytical frameworks are best for engaging this style of learner. Logical style is also described as Theorists, according to Amponsah, “because they seek to understand theories behind actions and integrate observations” (2020, p. 7). These learners are good to have in class because they can assist in connecting the dots with different types of information.

Intrapersonal

Solitude and reflection for the Intrapersonal learner provide them with the tools necessary to retain information in the adult learning environment. They also require additional time to create and respond to discussion boards, but it will also allow them to provide deeper insights for the group (Bleich, 2023, 2023, p. 5). Another term utilized for this group is the Reflectors because they observe and evaluate, taking the time to come to conclusions (Amponsah, 2020, p. 6).

Interpersonal

The social butterfly of the adult learning world, they thrive with interactions with others. Social interaction is needed to process information, usually extroverted and willing to guide small groups for in-person discussions (Bleich, 2023, p. 5). Engagement from the educator by face-to-face discussions is the most effective way to engage these learners.

Kinesthetic

The action-takers of the class engaged by applying the information to the physical world. They must be able to put their hands on the information to gain experience and retain knowledge (Bleich, 2023, p. 6). Kinesthetic learners are also known as Activists because they operate in the here and now (Amponsah, 2020, p. 7).

There have been many strides to better the education of adults through developing philosophies that do not play to the Pedagogy design. Andragogy can reach different learning styles by activating the Six Assumptions, providing a broader spectrum of career adults to continue their education. In the educational environment, there have also proved to be those who cross the lines of learning styles to fit the information into their narrative of “why they need to learn”. Adult education, which is based on internal and external influences requiring continuing education, reveals the Pragmatists of the student group. They enjoy new ideas and theories and, by applying them to practice, can quickly act to change their style to fit the information type (Amponsah, 2020, p. 7). As educators, we also need to adjust our teaching style to ensure the inclusion of the different adult learners attending our institutions for education or training.

Part V: Training Adults

Once adults have entered the workforce, they will be subject to multiple levels of training that will enable them to adopt the lifelong learning model of adult education. Training takes care of the need for adults to learn, commonly to ensure an excellent annual review, keep a job, or know what is necessary to get a better job (Kulkarni & Talgade, 2018, pgs. 23-24), training prepares a person for the present job, while a classroom teacher prepares a person for future job challenges (Kulkarai & Talgade, 2018, p. 24). One can also see that on-the-job training takes over where the academic classroom leaves off. Commonly, adults will only know what skills or specified required skills they will need to excel in a position once they are placed in that environment. It is important to remember that on-the-job training is done at the workplace by someone who already knows how to perform a task and teaches another person how to accomplish it (Chong & Tway, 2006, p. 29). Technical training will be provided to employees through formal and informal presentations, which will depend on the need for the training. Specialized forms of training include coaching and mentoring (Chong & Tway, 2006, p. 28), allowing for a different form of influencing based on the required job skill. Adults on the job commonly become motivated to learn after they experience a need to know, and they enter into an activity with a life-task or problem-centered need for the information (Winstein, n.d., p. 568). This means some adults will only know what they need to learn once they experience the job. In the end, training is nothing but a well-planned program aimed at developing specific skills and knowledge needed by the manpower (Kulkarni & Talgade, 2018, p. 24).

Differences Between Education & Training

The process in which adults gain knowledge to satisfy personal and professional motivations originates from two main focal points: traditional education and specified training. The differences between the two can go from extensive to minimal. Adults have a deep psychological need to be self-directing (Weinstein, n.d., p. 566), which can be found in the specificity of training and adult vs. educating an adult. Educating an adult envelops the general knowledge that provides the baseline of intellect to gain employment. Training an adult incorporates the required knowledge to perform a task an employer needs. In the traditional academic environment, adults are focused on getting good grades (Kulkarni & Talgade, 2018, p. 23). Stable employment or career progression in the workforce motivates retaining the information learned during training. The workforce has the pleasure of dealing with the range of experience within a group of adults, which is why establishing suggested or mandatory prerequisites for training courses to maintain the necessary cognitive level in their employees (Lanese, 1983, p. 15). With the corporate atmosphere being very diverse in terms of knowledge and skills required to perform, supervisors must design multiple avenues to ensure that the employees have access to and maintain interest in completing the training. The delivery methods that training departments use are self-instructional materials, lectures, discussions, or interactive programs that may involve role-playing or simulations (Lanese, 1983, p. 15). Learning is the common denominator between adult education and adult training; the main differences are external motivations and delivery processes.

Applying Adult Learning Principles to Train the Workforce

There have been great strides in ensuring that the information adults need to perform is presented so that it can be retained and applied. The philosophy of andragogy allows us to understand that adults learn more effectively when they see that information is relevant to their lives (Weinstein, 1983, p. 566). The tricky part for the trainer is presenting the appropriate information and the presentation technique to allow the adult learner to correlate this information as a need. It is important to emphasize that training effectiveness is enhanced through the trainee’s task performance (Chong & Tway, 2006, p. 28) or the information’s ability to achieve success. Training of adults is commonly done in four phases these phases are Phase I: Determining what training is needed; Phase II; Designing the necessary training; Phase III; the implementation of the designed training on the workforce; Phase IV: Evaluation of the training and workforce to validate the training (Chong & Tway, 2006, p. 30). The phased process aligns with the Pedagogy philosophy, but the content design is andragogy-aligned. External motivators facilitate the interest in employees; one of them is the idea that the unavailability of acquiring or applying new skills makes them limited in promotions or may not have continued employment with an employer (Lanese, 1983, p. 16). Employers and trainers also develop courseware to entice learning for the employee by allowing for verbal, written, image, or a combination of media mediums in their training (Jay, 2023, p. 2). In turn, the employer can test the participant’s understanding of the training (Jay, 2023, p. 6) by analyzing work proficiency or an assessment after completing the block of instruction. Adult training envelopes similar principles to education in a traditional classroom, but the application and relevancy of the information are assessed in real-world situations. In a career, adults understand that learning is a long-term process of absorbing and retaining new information (Jay, 2023, p. 4).

Author’s Note: Will Clark is an instructor in the Department of Leadership and Management, U.S. Army Warrant Officer Career College (employed by WIll Technology, Inc.). He retired from the Army in 2020 as a CH-47 Crew Chief. He is pursing a Master of Education from Lousiana State University.

Graphic: Academic Achievment created by ChatGPT 4o

References