This summary provides an overview of key points from an interview with an English instructor at a career college. The instructor allows students flexibility in choosing research topics that interest them related to their vocational fields of study. The instructor recognizes that students have different learning needs and provides individualized support. Many students at the career college are working adults who juggle school with family and job responsibilities, which the instructor understands can impede learning. The instructor is flexible with deadlines and supportive of students' needs to balance life and school.

1. AN INTERVIEW WITH A CAREER
COLLEGE ENGLISH TEACHER
Interviewer: Jessica Medina

2. DESCRIPTION
This presentation is an interview with an English
Teacher at a Career College. The college offers
Associate’s degrees in vocational areas. The
Interviewee teaches first and second year college
English courses. Classes are held on campus in a
traditional classroom setting.

3. INTERVIEW QUESTION 1:
WHAT IS YOUR TEACHING STYLE?
I believe that good papers are a result of students
choosing topics that interest them. When the
standardized curriculum allows, I give students the
freedom to choose their own topics. Some of my
students come to class ready to research and write
with little guidance, while others need help learning
the research and writing process at varying levels. I
spend time with those that need more help and let
the others work on their own.

4. INTERVIEW QUESTION 2:
WHAT ARE YOUR STUDENTS’
EDUCATIONAL GOALS?
Teaching in a career college is different than teaching in a state
college; I teach in both. The students I teach here in the career
college are going to school to complete a short program that
will give them a career. These students are less concerned with
English and more concerned with being able to provide for
their families through this career education. Because they are
immersed in their field of study, they chose topics that pertain
to their specialized field. This is what they are learning about
in their other classes and they are interested in these topics.
They often use their research in my class for other classes, too.

5. INTERVIEW QUESTION 3
WHAT ARE SOME OBSTACLES YOU
FACE IN THIS ROLE?
Most of my students here are working adults that are
responsible for themselves and their family. Students are
constantly affected by their work schedules and family life.
Sometimes their personal responsibilities impede their learning.
I work with them and I understand how difficult it can be to
juggle school and a job and children. It’s a struggle to help
them achieve and stick to the deadlines set up by the college’s
curriculum. I extend deadlines in emergencies and get to know
each student so I an adjust teaching to their situation.

6. SUMMARY
This Instructor is teaching according to the andragogical
principles of student-centered, and student-directed learning
(Merriam, Cafarella & Baumgartner, 2007). The teacher shows
understanding for the necessity of adult learners to direct their
own learning by choosing their own research and writing topics.
The teacher also considers different levels and learning styles and
personalizes instruction for each student. One of Knowles
assumptions is that adult learners want to apply their learning to
something immediate rather than in the distant future
(Merriam, et. al., 2007). The instructor allows students to
research their current vocational field of study, thus considering
this need for relevance.

7. SUMMARY (CONTINUED)
McClusky’s theory of margin considers the impact
that life’s burdens have on learning (Merriam, et. al., 2007).
For learning to take place, the student must have the life
resources necessary to learn. The Instructor portrayed
understanding of this theory when she considered the
external factors that cause obstacles for her students. She
was flexible and willing to help them balance their life
responsibilities and educational deadlines.
Reference
Merriam, S., Caffarella, R., & Baumgartner, L. (2006). Learning in adulthood: A
comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.