Department of Administrative Leadership
Regina Smith teaches courses in adult and organizational learning and development, educational dimensions of the older adult, program planning, administration of adult education programs, urban adult education seminars, the principles and foundations of the Wisconsin technical college system, and teaching multicultural and special needs adults.
She received two M.A.'s (one in educational technology/instructional design and the other in Christian education) and her Ph.D. in higher adult and lifelong education from Michigan State University.
Her urban adult literacy education research includes projects such as: using concept mapping in GED preparation programs, beyond drill and practice incorporating integrated content, problem based learning, and concept maps into developmental education classes, and a project to find funding to test a model to help low-income and low-literate adults obtain sustainable jobs.
Smith, R. O., & Ross-Gordon, J. M. (accepted). Developing community-based programs for multicultural adults with learning disabilities. New Horizons in Adult Education and Human Resource Development.
Paige, J., & Smith, R. O. (in-press). Nurse faculty experiences learning problem based learning. Journal of Nursing Education Perspectives.
Smith, R. O. (2011) Trust in online collaborative groups - A constructivist psychodynamic view. Adult Learning Quarterly.
Martin, L. G., Smith, R. O. (2011). Pre-Apprenticeship urban workforce training programs. Adult Learning Quarterly, 22(1), 23-27.
Smith, R. O. (2010). Epistemic challenges: Trust in the online collaborative group. International Journal of Lifelong Education, 29(1), 21-44.
Smith, R. O. (2008). The paradox of trust in online collaborative groups. Distance Education, 29(3), 325-340.
Smith, R. O. (in press). Fostering transformative learning online. In E. W. Taylor, & P. A. Cranton (Eds.), The handbook of transformative learning.
Mina, L., Fulmer, D. D., & Smith, R. O. 2010). The role of the community college in redirecting careers of low-literate, low-income, and low-skilled citizens. In M. V. Alfred (Ed.), Learning for economic self sufficiency: Constructing pedagogies of hope among low-income, low-literate adults.
Smith, R. O. (2010). Facilitation and design of learning. In C. Kasworm, A. Rose, & J. M. Ross-Gordon (Eds.), Handbook of adult and continuing education (pp. 147-155). Newbury Park, CA: Sage Publications.
Dirkx, J. M., & Smith, R. O. (2009). Facilitating transformative learning: Engaging emotions in an online context. In J. Mezirow, & E. W. Taylor (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 57-66). San Francisco: Jossey Bass.
Smith, R. O. (2008). Adult learning and the emotional self in virtual online contexts. In J. M. Dirkx (Ed.), Adult learning and the emotional self, New Directions for Adult and Continuing Education, 120, (pp. 35-43). San Francisco: Jossey-Bass.
Smith, R. O., & Dirkx, J. M. (2007). Using consensus groups in online learning. In S. C. O. Conceição (Ed.), Teaching strategies in the online environment. New Directions for Adult and Continuing Education, 113, (pp. 25-35). San Francisco: Jossey-Bass.