To find the hidden open positions, you have to network with the ‘righ’t people and the members of The Refractive Thinker® community are ‘the right people’. After a recent layoff, I reached out to The Refractive Thinker® community to assist in my job search. Success!Dr. Karleen YappColorado State University-GlobalDelran, New Jersey
“Dear Dr. Cheryl Lentz: As we are working towards completing my book, I find that your editing is very thorough and detailed. I wish many college professors can learn from your style”. Zack Hasan, Ph.D., P.E.
Dr. Cheryl is one of the most vibrant, intelligent, and creative individuals, I have ever worked with.Dr. Laura GrandgenettCassville, WI
Publishing is an expensive venture, time consuming, and most times heartbreaking just trying to get through the door. Who has an easy time with rejection of what may be potentially life changing theories? Join The Refractive Thinker® Family where academic writing is economically published.Dr. Beverly CarterNew Rochelle, New York
My promotion to full Professor was just approved. According to the feedback I’ve received, my chapter in The Refractive Thinker was a factor in establishing my scholarship credentials.Dr. Joseph PughProfessor
The authors contributing to this series are some of the best critical thinkers in their field of study.Dr. Rich SchuttlerPro Progress AcademyPhoenix, AZ
Publishing in The Refractive Thinker® gives me more networking visibility. The prestige that comes with involvement in writing for The Refractive Thinker® is clear.Dr. Judy Fisher-BlandoCapella UniversityLa Mirada, CA
Dr. Cheryl developed a totally new approach to publishing for The Refractive Thinker.®.Dr. Edward KnabEmbry Riddle UniversityPalm Springs, CA
Cheryl is a special leader and visionary, a strong APA editor, and evolving publisher, and a great speaker. She is not afraid to fail in order to succeed and as a result accomplishes more than others might attempt.Dr. Tom WoodruffWalden UniversityGeorgetown, TX
Dr. Cheryl is a very brilliant woman, teacher, coach, friend, and a leader. I was attracted to her because of her unselfishness, and a willing heart to not only share the knowledge she has with those around her, but also to empower them to look beyond themselves. Dr. Cheryl, I thank you for everything, your wisdom, coaching, and for giving me a wing to fly on. You are an amazing strong woman and a great friend that shares all she has!Eva KatushabeLas Vegas, NV
Chapter 6: The Consumer Learner: Shifts in the Teacher/Student Relationship: Student as Customer
From the Book: The Refractive Thinker®: Vol. VI: Post-Secondary Education
SummaryThis chapter addresses the shifts which have led to the notion of the contemporary student as a customer. This work is an excerpt of Emerging Expectations of a Customer Service Mentality in Post-Secondary Education, a Pensiero Press (winter 2011) publication by Dr. Gillian Silver and Dr. Cheryl Lentz. The discussion concentrates on how, throughout the past two decades, the rise of the adult learning model has removed educational access barriers and enabled more individuals from diverse backgrounds—including women, minorities, full-time employees, and students returning to complete unfinished degrees. This multi-faceted transformation has provided myriad opportunities for those balancing the demands of family, work and community to experience intellectual growth and program achievement. Subsequently, certain variables have led to a cultural shift from a literature and conceptually centric focus to one in which students are becoming consumer learners. An understanding of learners consuming knowledge and the product of education symbolizes the diverse vantage points of the adult education community and the process of seeking, evaluating, applying, and challenging knowledge.
Three unique perspectives from which to consider the complex requirements of learners, the institutional demands for efficiency and cost-recovery, and the practice obligations of professional educators, are offered. Care has been taken to explore the environment in which the authors find themselves as a result of both their teaching and student experiences. The intention has been to do conduct this examination with balance and fairness, rather than prejudice or from the sensibilities of only one of the three partners involved in the institution-student-educator partnership.