Key Resources on Priority Professional Development Topics

The following provides a brief description and hyperlinks to several essential resources for adult education teachers and administrators.

The following highlights is a set of curated resources to support adult educators in distance learning, ranging from online instruction, to digital literacy and inclusion, to mobile learning via smartphones. Additional resources for administrators include supports for remote recruitment, enrollment, and engagement.

Teaching Skills That Matter (TSTM)

Nevada Teaching the Skills that Matter (TSTM) Kick-off Webinar 1 (1:31:54 min)

Archived webinar from August 20, 2021

Facilitators: Ana Patrnogich-Arieli, Reading and Writing Specialist, ACES Program, College of Southern Nevada;
Michelle Holstein, ESL Instructor, Adult Learning Program Las Vegas-Clark County Library District;
Christina Romeo, ESL Instructor, Adult Education Services, Catholic Charities of Southern Nevada;
Hanna Schlosser, TA Consultant, Nevada Professional Development Team from the American Institutes for Research

Presenters in this webinar introduced the Teaching Skills that Matter in Adult Education (TSTM) project including its purpose, the value for instructors and students, and the key components of the project. Participants explored the 9 skills that matter through a modeled TSTM lesson plan, discussed the importance of the 5 topic areas for their students, and reviewed the 3 approaches that work.

Teaching Skills That Matter (TSTM) in Nevada, Session 2 (50:46 min)

Archived webinar from October 22, 2021

Facilitators: Ana Patrnogich-Arieli, Reading and Writing Specialist, ACES Program, College of Southern Nevada
Michelle Holstein, English as a Second Language (ESL) Instructor, Adult Learning Program, Las Vegas-Clark County Library District
Hanna Schlosser, Technical Assistance (TA) Consultant, Nevada Professional Development Team from the American Institutes for Research

In this webinar, participants reviewed and deepened their understanding of the Financial Literacy topic area and the Integrated and Contextualized Learning approach through an in-depth analysis of the TSTM Financial Literacy: Household Cash Flow Integrated and Contextualized Learning Lesson Plan. Facilitators shared their own experiences with teaching the lesson and helped participants consider the adaptations needed to teach the lesson in their own classroom contexts.

Nevada Leadership Training Series

Nevada Leadership Training Series Session 1: What is Transformational Leadership? (1:06:55 min)

Archived webinar from April 1, 2021

Facilitator: Amy Dalsimer, Senior Technical Assistance Consultant, American Institutes for Research

This training is the first in a series regarding leadership. The first session will cover transformational leadership. Transformational leadership is all about change and our ability to support people to make change in a way that is respectful, enlisting, and inclusive. Change can be hard, disorienting, and destabilizing and its introduction risks entrenched resistance. This training will aid participants in being transformational leaders who understand this and lean into this understanding in deeply relational ways.

Nevada Leadership Training Series Session 2: Transformational Leadership Strategies & Skills (1:13:33 min)

Archived webinar from June 8, 2021

Facilitator: Amy Dalsimer, Senior Technical Assistance Consultant, American Institutes for Research

In session, participants practice specific transformational leadership skills, including effective team communication and leading change.

Nevada Leadership Training #3: Leading from a Distance (1:22:00 min)

Archived webinar from October 6, 2021

Facilitators: Amy Dalsimer, Senior Technical Assistance Consultant, American Institutes for Research
Hanna Schlosser, Technical Assistance (TA) Consultant, Nevada Professional Development Team from the American Institutes for Research

This workshop explores effective approaches for leading remote work teams. Participants explore strategies to strengthen team communications and to lead collaborative work at a distance.

Engaging and Retaining Students in Remote Instruction (1:50:06 min.)

Archived webinar from March 26, 2021

Facilitator: Kristi Reyes, Non-Credit ESL Instructor, MiraCosta College

This session addressed how to engage and retain students in remote instruction, and will be facilitated by Kristi Reyes from MiraCosta College in California.

Attend Anywhere Approach and Strategies for Effective Remote Instruction in Adult Education (1:54:38 min.)

Archived webinar from March 26, 2021

Facilitators: Roshelle Overton, Interim Associate Dean, Central New Mexico Community College
Kristi Reyes, Non-Credit ESL Instructor, MiraCosta College

This webinar explores the “Attend Anywhere Approach” piloted by Roshelle Overton of College of New Mexico, and it also addresses Strategies for Effective Remote Instruction in Adult Education, with guest speaker Kristi Reyes.

Distance Learning Training for NNLC (55:04 min.)

Archived webinar from March 5, 2021

Facilitator: Kristi Reyes, Non-Credit ESL Instructor, MiraCosta College

This training on distance learning will help NNLC instructors recognize features of high-quality adult instruction and standards for effective online instruction, demonstrate understanding of ways to manage the online classroom, and use activities in remote instruction that address a variety of learning styles.

Teaching to Different Learning Styles (1 hour, 29 min.)

Archived webinar from February 4, 2021

Facilitator: Jayme Adelson-Goldstein, Consultant, Lighthearted Learning

By the end of the session, participants will be able to:
-explain the difference between learning styles, learning modalities, and multiple intelligences,
-access a variety of activities to help learners identify and work with their strengths and areas of growth, and
-include multiple modalities in their instructional planning.

Remote Recruitment, Enrollment, and Engagement

Remote Recruitment, Enrollment, and Engagement, Part 1 (49 min.)

Archived webinar from November 2, 2020

Presenter: Christopher McElroy, South Suburban College, South Holland, Illinois

The presenter discusses best practices for using social media to recruit new students.

Remote Recruitment, Enrollment, and Engagement, Part 2 (58 min.)

Archived webinar from November 2, 2020

Presenters: Margaret Wolf, Kankakee Community College, Kankakee, Illinois, and
Marian Thacher, American Institutes for Research

Ms. Wolf discusses practices for using remotely enrolling new students. Ms. Thacher then discusses best practices for administrators to keep instructors engaged from a distance.

Online and Blended Instruction

Distance Learning Part 1: Supporting Learner Persistence in an Online or Blended Course (44 min.)

Archived webinar from April 27, 2020

Presenter: Marian Thacher, American Institutes for Research

The presenter discusses why students take online classes, barriers for online and blended courses, and five factors that encourage learner persistence.

Distance Learning Part 2: Designing Engaging Online and Blended Courses (45 min.)

Archived webinar from April 27, 2020

Presenter: Sudie Whalen, American Institutes for Research

The presenter discusses design considerations in creating courses that are of high-quality, engaging, and equitable.

Distance Learning Part 3: Staying Connected to Students with Technology (Tech Tools and Tips) (44 min.)

Archived webinar from April 27, 2020

Presenter: Melinda Holt, Sacramento County Office of Education

The presenter discusses a wide variety of considerations in using technology for learning, and she provides practical tips and strategies that support online and blended instruction.

Designing Engaging Online/Blended Courses (PDF)

This professional development presentation for adult educators provides an overview of the relationship between learning persistence in an online or blended course and various considerations, such as course quality, effective course design and layout, and designing for engagement. It also highlights indicators of course quality and engagement.

Increasing Equity in Online and Blended Learning (PDF)

This professional development presentation for adult educators provides an overview of key elements of equity in online education and it introduces a cultural competence continuum. It also discusses that what is known about technology and bias and what educators can do to increase equity in online and blended learning.

Learner Persistence in an Online or Blended Learning Environment (PDF)

This professional development presentation for adult educators highlights what research indicates are the biggest barriers for students to online or blended learning and explores five key factors in students’ success in an online learning environment.

Additional Online Course Development Resources (PDF)

This document provides a curated list of hyperlinks to additional resources that can support or enhance online course development. Categories include accessibility checkers and screen readers, an online course quality rubric, and virtual field trips.

Websites Supporting Digital Access and Inclusion

Digital Charlotte (www) – a curated list of  several national organizations and training resources that support low-cost Internet access, digital inclusion within communities, and increased digital literacy

EveryoneOn (www) – connects low-incomes families to low-cost Internet access and computers and provides training in digital literacy

National Digital Inclusion Alliance (www) – bridging policy makers and the general public, NDIA identifies areas of need for digital inclusion among low-income populations and directs resources to support this goal

Websites Supporting Advancement of Students’ Digital Literacy

DigitalLearn.org (www) – this website of the Public Library Association provides numerous free online tutorials to help students increase specific digital literacy skills

GCFLearnFree.org (www) – supported by the Goodwill Foundation, this site provides free online tutorials, including lessons, videos and interactive games on up to 200 topics

Northstar Digital Literacy Assessment (www) – a free program of Literacy Minnesota, Northstar promotes mastery learning in various digital literacy skills and provides testing to certify mastery.

TechBoomers (www) – geared toward older adults and others with basic computer skills and limited experience with the Internet, this site provides free trainings demonstrating how  a variety of websites (e.g., social media, online shopping) work and how increased digital literacy may improve users' lives

Learning Management Systems (LMS)

The following are online platforms available for free use that support blended and online instruction.  Though their designs and interfaces differ somewhat, most feature essential elements such as a calendar, announcements, discussion boards, quizzes, and gradebooks; multimedia files to enhance teaching and learning can also be integrated into the course. These LMS are primarily set up to support asynchronous online learning, in which learners log in at different times to participate in required or recommended activities and assignments;  the platforms may also accommodate synchronous learning opportunities, in which students convene at the same time for a live event, such as a webinar.

Canvas (www) – an open-source LMS that supports online learning for students of all levels and grades.

Google Classroom  (www) – an LMS developed by Google for educators, which interfaces with many other free Google products and services.

Moodle – an open-source LMS that supports online learning for students of all levels and grad

NEO (www) – NEO's free LMS provides all of the typical features listed in the LMS introduction above, and also integrates well with external sites, games, tools, etc.

Schoology (www) – Schoology's Basic LMS, available free of charge to teachers and students;

Webconferencing Tools

FreeConferenceCall (www) – A free service that supports audio-conferencing of up to 1000 participants, and supports free video conferencing for up to 5 participants.

Google Meet (www) – A webconferencing platform that supports video- and audio-conferencing and screensharing for groups up to 100 participants; privileges for hosting vs. joining a meeting differ according to one’s credentials (e.g., has a Google Suite for Education account associated with their school domain) but the account is free.

Google Hangouts  (www) – A screensharing conference tool featuring video-conferencing for groups up to 25 and audio-conferencing for up to 150 participants. Hangouts is free but requires that the host have a Google (gmail) account, which is also free.

Skype (www) – Supports free video-conferencing, screensharing and group chat for up to 50 participants per session

Zoom (www) – A screensharing conference tool featuring video and audio conferencing. Zoom’s free version allows up to 100 persons to join in an online meeting for up to 40 minutes and unlimited meetings with 1-3 persons.

Mobile Learning Resources

Many adult learners lack a computer and/or Internet access in their home environments. Their sole means to access the Internet in many cases is a smartphone, and their access to mobile learning may be further limited to spaces with free wifi, such as found in public libraries, schools, cafes, etc.  Also, some students may not have an email address or may access it rarely.  Finding ways to connect and communicate with them via text messaging can be helpful.  The following highlights several mobile applications that support using smartphones.

Applications that Support Individual and Group Texting

What’s App –  mobile messaging app can be used with individuals or groups up to 200; can send texts, pictures, and videos; can also do video chats with individuals

Remind – can be used to send mass text messages to a large group (whole class)

Google Voice -   requires a gmail address for initial account set-up; allows teachers to leave and receive voice messages with their students, using a number other than the instructor’s personal cell phone number

Talking Points – text messaging application that does not require display of students’ personal telephone numbers; supports multilingual translations

Facebook Messenger – requires a Facebook account by users; supports texting with individuals or with groups up to 7 at a time; can send pictures, videos, or other attachments

Skype – messaging application to use with individuals; also supports video chat

Additional Resources for Adult Educators in Response to COVID-19

Adult Education and Technical Assistance Center, American Institutes for Research (AIR)
Among several featured resources on topics such as health literacy and digital literacy is AIR’s new plain-language COVID-19 Frequently Asked Questions (PDF).

The purpose of family literacy programs is “to strengthen the literacy skills of the whole family by providing interconnected and skill-appropriate services” (Severson-Irby & Clymer, 2022, p. 4). Using an intergenerational literacy approach, these programs work to improve the literacy of generations of family members and promote lifelong learning. Programs are structured to provide opportunities for children and adults learn separately to work on their own literacy skills and together to enhance family literacy and learning. Additionally, adults may learn about their children’s health and educational development and how to support that. Digital and financial literacy are often a focus as well.

Family Literacy: Basics and Best Practices (01:26:00)

Archived webinar from April 22, 2022

Facilitators: Dr. Carol Clymer, Co-Director
Dr. Elisabeth McLean, Assistant Teaching Professor, Goodling Institute for Research in Family Literacy, Penn State University
Elizabeth Severson-Irby, Literacy Specialist, Virginia Adult Learning Resource Center, Virginia Commonwealth University

In this webinar, Carol Clymer, Elizabeth Severson-Irby, and Beth McLean discussed the basics of and best practices in family literacy. They also highlighted a great resource, From scratch: Using AEFLA funds to develop a family literacy program, which was developed through a collaboration between the Goodling Institute for Research in Family Literacy and the Virginia Adult Learning Resource Center at Virginia Commonwealth University.

Standards in Action (SIA) 2.0 Roll-Out

Many curricula on the market are identified as standards-aligned, but little is provided to substantiate that designation. So how do teachers know which ones are and to what extent? The Standards-in-Action 2.0 project, an initiative funded by the Office of Career, Technical, and Adult Education, was designed to help programs answer that question. Over the course of 5 months, 7 teachers from programs across Nevada participated in this training to learn how to determine whether curricula are high-quality and aligned to critical aspects of Nevada's academic standards for English language arts (ELA)/literacy and math. They also learned how to assess the degree to which curricula will support English learners (ELs) in accessing core academic content. The online training archived below represents the first step in a statewide initiative to roll out the SIA 2.0 training to all program leaders and teachers in Nevada.

Presenters:
Arianna Florence, Nevada Department of Education
Marcela Movit, American Institutes for Research
Mariann Fedele-McLeod, American Institutes for Research
Christina Romeo, Catholic Charities of Southern Nevada
Michelle Holstein, Clarke County Library program
Ana Arieli, College of Southern Nevada
Curtis Cobbins, College of Southern Nevada
Jennifer Oh, College of Southern Nevada
John Drewno, Western Nevada College

Standards in Action (SIA) 2.0 Roll-Out, Day 1

Archived webinar from Aug. 3, 2020

Day 1, Part 1 (81 min.)

After an overview of the newly released course that introduces the College and Career Readiness Standards (CCRS) and the English Language Proficiency Standards for Adult Education, presenters described the Standards-in-Action (SIA) 2.0 initiative funded by the Office of Career, Technical, and Adult Education. Participants heard from the presenters about some of the dimensions for analyzing ELA curricula identified by the project.

Day 1, Part 2 (73 min.)

Participants heard about additional dimensions for analyzing ELA curricula. The presenters shared the impact participation in the project has had on their instruction and then participants had an opportunity to discuss the connections between the curriculum dimensions for English language arts (ELA) identified through the SIA 2.0 project and the CCRS. Participants also learned how to apply the SIA 2.0 project’s process for analyzing an ELA curriculum.

Standards in Action (SIA) 2.0 Roll-Out, Day 2

Archived webinar from Aug. 4, 2020

Day 2, Part 1 (76 min.)

The presenters introduced the curriculum dimensions for math identified through the SIA 2.0 project and shared the impact their participation in the project has had on their instruction. Participants discussed the connections between these and the CCRS and learned how to apply the SIA 2.0 project's process for analyzing a math curriculum.

Day 2, Part 2 (43 min.)

In small groups, participants in the training had the opportunity to practice analyzing an ELA or math curriculum using the SIA 2.0 project’s process. They shared their experience with the process and some takeaways before the state director discussed next steps for the project.

Adult Education Teacher Competencies (2015)

https://lincs.ed.gov/publications/te/competencies.pdf
This document outlines the core knowledge and skills that adult education teachers need to succeed in their roles. The Adult Education Teacher Competencies help teachers improve their effectiveness and learner outcomes. They also assist instructional leaders, professional developers, and teacher preparation faculty prepare effective professional development activities for teachers.

College and Career Readiness Standards (2013)

https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf
This document presents a set of college and career readiness standards (CCRS) of the content that is most relevant for preparing adult students to succeed in colleges, technical training programs, work and citizenship—in the areas of English language arts/literacy and mathematics. These standards were derived from the Common Core State Standards.

English Language Proficiency Standards (2016)

https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf
Designed to support effective instruction of adult English language learners, this document presents a set of correspondences to the college and career readiness standards (CCRS) for English language arts/literacy, mathematical and science practices.

Administering TABE Tests Remotely (50 minutes)

Archived webinar from November 17, 2020

Michael Johnson, National Adult Education Director with Data Recognition Corporation, Chicago, IL

In this training, Michael Johnson, National Adult Education Director with Data Recognition Corporation, provides guidance regarding how to administer both TABE 11/12 and CLAS-E remotely.

Using Data for Program Improvement (90 min.)

Archived webinar from Feb. 1, 2018

Dr. Larry Condelli, American Institutes for Research

The presenter discusses the many uses of data and explains how adult education administrators can use data for program improvement. The webinar features Nevada-specific data reporting tables.

Using Data to Improve Instruction (90 min.)

Archived webinar from Feb. 8, 2018

Amanda Duffy, American Institutes for Research

The presenter discusses the many uses of data and explains how adult education teachers can use data to improve instruction. The webinar features Nevada-specific data reporting tables.

Recent Changes in the National Reporting System (60 min.)

Archived webinar from Apr. 22, 2021

Dr. Larry Condelli, American Institutes for Research

The presenter gave an overview of recent decisions to change to the National Reporting System (NRS) tables and outlined new requirements for adult education programs.

National Reporting System for Adult Education (NRS) [www]

The National Reporting System for Adult Education (NRS) is the accountability system for federally funded adult education programs, authorized by Section 212 of the Workforce Innovation and Opportunity Act (WIOA). The NRS website provides numerous PD resources and includes state snapshots (see Nevada state snapshot).

 

Integrated Education and Training

Integrated Education and Training (IET) is an innovative combination of education and job skills training, used to transition adult learners beyond adult basic education and through a career pathway that can offer them job training and eventual gainful employment.

Integrated education and training: A career pathways policy & practice. (2017)
Author: J. Mortrude. Center for Postsecondary and Economic Successes.
https://www.clasp.org/sites/default/files/public/resources-and-publications/publication-1/Integrated-Education-and-Training-A-Career-Pathways-Policy-Practice.pdf
This research brief outlines two research-based IET models, co-teaching and alternating teaching. It features case studies of adult school programs in which the models have already been implemented as well as IET planning and implementation considerations.

Integrated Education and Training (2017)
Author: American Institutes for Research.
https://calpro-online.org/documents/CALPRO2017Brief-IET-508.pdf
This research brief outlines two research-based IET models, co-teaching and alternating teaching. It features case studies of adult school programs in which the models have already been implemented as well as IET planning and implementation considerations.

Contextualized Instruction

Contextualized instruction connects basic skills education in meaningful ways to students’ career training, career goals, and life/family goals. This can be done by incorporating materials students use in their workforce training or workforce preparation activities into basic skills courses.

Preparing English learners for work and career pathways: Issue brief. (2015)
https://lincs.ed.gov/sites/default/files/ELL_Context_Instruction_508.pdf
Author: Wrigley, H. S.
This issue brief identifies several considerations for serving adult English language learners in the workforce. The brief also offers implementation models together with practical ideas for contextualizing instruction to career pathways.

Evidence Based Reading Instruction Webinar (42:06 minutes)

Archived webinar from February 18, 2021

DeAnne Berryhill – Center Director at Sylvan Learning Center

This one hour webinar serves as an overview of Evidence Based Reading Instruction, its purpose, and where to begin. Nancy Olsen of Nevada Department of Education also presents about STAR and an upcoming opportunity for further STAR training.

New American Horizons Foundation [www]

Watch evidence-based reading instruction in an ESL classroom. There are multiple videos.

Observing Standards-in-Action: Reading Classroom Lesson [www]

Watch CCRS based reading lessons in action.

Applying Research In Reading Instruction for Adults: First Steps for Teachers (2005) (PDF)

The publication was developed through the National Center on Family Literacy’s Family Partnership in Reading Project. The extensive guide supports new and seasoned teachers in understanding what reading is, how to teach each of the components, how to assess students in reading and planning for the development of evidence-based reading lesson plans.

Meeting the Language Needs of Today’s Adult English Language Learner: Companion Learning Resource (2005) (PDF)

This Companion Learning Resource, Meeting the Language Needs of Today’s Adult English Language Learner, presents numerous examples of instructional models, strategies, tools, and tasks for increasing the rigor of adult English language instruction. It also extends and expands upon these resources by offering many practical ideas and techniques that practitioners can use and adapt in order to increase rigor in adult ELA classes.

Newsela [www]

Continuously updated, this site provides free current events news stories at a variety of levels. Materials can be used to differentiate reading instruction by using high-quality, age- and level-appropriate texts.

 

Increasing Rigor in Instruction for English Language Learners

Description:  The purpose of this course is to help teachers increase the rigor of the instruction they provide English language learners (ELLs), regardless of whether the class is an English as a Second Language (ESL) class, an Adult Basic Education (ABE) class or something else.

Course Platform and Location:  This self-paced, self-directed online course is delivered through Moodle, an open-source learning management system. The login page appears here: https://airtslearn.airprojects.org/. To obtain log-in credentials, contact the course administrator to enroll (see below).

Enrollment:  Teachers interested in taking this course should send their name, program and agency name, and preferred email address to course administrator. In the subject line of the message, teachers should write “Enrollment request, Increasing Rigor in Instruction for English Language Learners”. Within one business day, teachers will receive individual log-in instructions.

Orientation for Nevada Adult Education Teachers

Description:  This 3-hour online course is designed by the American Institutes for Research for new adult education instructors in Nevada. The course goal is to orient teachers to essential aspects of their jobs and to help them understand their work and responsibilities within the larger context of adult education instruction.

Course Platform and Location:  This self-paced, self-directed online course is delivered through Moodle, an open-source learning management system. The login page appears here: https://airtslearn.airprojects.org/. To obtain log-in credentials, contact the course administrator to enroll (see below).

Enrollment:  Teachers interested in taking this course should send their name, program and agency name, and preferred email address to course administrator. In the subject line of the message, teachers should write “Enrollment request, Nevada Adult Education Teacher Orientation”. Within one business day, teachers will receive individual log-in instructions.

Introduction to Adult Education Standards

Description: This 3-hour online course is designed by the American Institutes for Research for all adult education instructors in Nevada. The course goal is to introduce teachers to the importance of standards in adult education. The training is designed to familiarize instructors with two sets of standards: the College and Career Readiness Standards (CCRS) and the English Language Proficiency Standards (ELPS).

Course Platform and Location:  This self-paced, self-directed online course is delivered through Moodle, an open-source learning management system. The login page appears here: https://airtslearn.airprojects.org/. To obtain log-in credentials, contact the course administrator to enroll (see below).

Enrollment:  Teachers interested in taking this course should send their name, program and agency name, and preferred email address to course administrator. In the subject line of the message, teachers should write “Enrollment request, Introduction to Adult Education Standards”. Within one business day, teachers will receive individual log-in instructions.

Standards-in-Action: Introduction to Analyzing Curriculum Using Standards

Description: This 4-hour online course is designed by the American Institutes for Research for all adult education instructors in Nevada. The course goals are to help participants: (1) determine whether curricula are high quality and aligned to critical aspects of their academic standards for English language arts (ELA)/literacy and math; and (2) assess the degree to which curricula will support their English learners in accessing core academic content.

Course Platform and Location:   This self-paced, self-directed online course is delivered through Moodle, an open-source learning management system. The login page appears here: https://airtslearn.airprojects.org/. To obtain log-in credentials, contact the course administrator to enroll (see below).

Enrollment:  Teachers interested in taking this course should send their name, program and agency name, and preferred email address to course administrator. In the subject line of the message, teachers should write “Enrollment request, Standards-in-Action: Introduction to Analyzing Curriculum Using Standards”. Within one business day, teachers will receive individual log-in instructions.

 

Nevada Department of Education (NDE) [www]

The website serves all educators in Nevada and has several pages devoted to Adult Education, described at https://doe.nv.gov/Adult_Education/AE_Home/

Nevada Adult Education (NAE) [www]

Nevada’s professional organization for adult educators. Members are invited to join in a variety of professional learning opportunities.

Mountain Plains Adult Education Association (MPAEA) [www]

A regional professional organization of adult educators from nine states, including Nevada.

Literacy Information and Communication Service (LINCS) [www]

LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. The LINCS website is intended to serve as an information and professional development hub for adult education practitioners. Materials and activities on this site were created using evidence-based research and aim to help practitioners design and deliver high-quality educational opportunities to adult learners.