@article{kasworm_2015, title={Olive Dame Campbell an Appalachian social activist and adult educator}, journal={No Small Lives: Handbook of North American Early Women Adult educators, 1925-1950}, author={Kasworm, C. E.}, year={2015}, pages={73–79} }
 @article{kasworm_2010, title={Adult Learners in a Research University: Negotiating Undergraduate Student Identity}, volume={60}, ISSN={["0741-7136"]}, DOI={10.1177/0741713609336110}, abstractNote={Adult undergraduate student identities at research extensive universities were uniquely coconstructed, shaped by this selective and competitive youth-oriented cultural context. Drawing upon social constructivist theory, this study explored this coconstruction through positional and relational adult student identities. Positional identities were coconstructed through negotiating academic acceptance in meeting demanding academic challenges and through facing otherness as a mature adult. These adults also viewed their positional identity based in an evolving sense of agency to academically succeed through goal oriented efforts, as well as through their adult maturity and life experiences. These adults articulated relational identities predominantly based in faculty’s tacit or explicit academic acceptance of them in one of four types of relationships. This study suggests that the adult undergraduate student identity is multi-layered, multi-sourced, evolving, and at times, paradoxical in beliefs of self, position, relationships, and learning contexts within the research extensive university setting.}, number={2}, journal={ADULT EDUCATION QUARTERLY}, author={Kasworm, Carol E.}, year={2010}, month={Feb}, pages={143–160} }
 @book{carol e. kasworm_ross-gordon._2010, title={Handbook of adult and continuing education}, publisher={Los Angeles, Calif: SAGE}, author={Carol E. Kasworm, Amy D. Rose and Ross-Gordon., Jovita M.}, year={2010} }
 @misc{kasworm_2009, title={Enhancing  adult motivation to learn: A comprehensive guide for teaching all adults, 3rd edition}, volume={32}, DOI={10.1353/rhe.0.0049}, abstractNote={Reviewed by: Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults Carol Kasworm Raymond Wlodkowski. Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults (3rd ed.). San Francisco: Jossey-Bass, 2008. 528 pp. Cloth: $45.00. ISBN: 978-0-7879-9520-1. Given the recent flurry of new books on teaching and assessment, this particular volume represents a seasoned third edition, a text that has shown its enduring value and viability for practitioners. Like the second edition, it focuses strongly on enhancing adult learning environments through key intersections of intrinsic motivation, adult learning, and culturally relevant experiences. In addition, it offers a new frame of understanding through the inclusion of neuroscientific understandings of learning and motivation. For instructors committed to quality learner engagement, this volume will be one of their more valued resources, providing a supplement for graduate courses in adult learning and college teaching, as well as insights and strategies for designing and implementing faculty/staff development and train-the-trainer workshops. Wlodkowski’s Enhancing Adult Motivation to Learn provides a comprehensive discussion of the complex worlds of motivation and adult learning, incorporating research findings supporting enhanced learning designs and instructional strategies. I particularly value this book for its orientation to the instructor’s world. It eloquently provides insights into learning designs that build on learner motivation and culturally responsive learning; its text features accessible language and understandings of ideas and actions, as well as practitioner-oriented approaches that are very practical in their application. Its format, organization, and examples are meant to aid both the novice and experienced instructor to develop insights, strategies, and more refined perspectives on the complexities of creating effective learning environments. In particular, Wlodkowski’s motivational framework and strategies will aid instructors in crafting optimal learning environments, given the growing complexities of diverse learners in the classroom and diverse instructional/self-directed learning strategies. Thus, this book offers a broad perspective of the changing world of postsecondary learning and teaching and the importance of quality instructional designs, strategies, and assessments for instructors, trainers, and professional development designers in higher education, in corporate and industrial settings, and in community organizations. The book is organized into nine chapters, with the first four chapters providing foundational understandings. Chapter 1 considers motivation, specifically drawing on neuroscientific research on motivation and learning. Chapter 2 focuses on the impact of aging and culture, with key discussions of characteristics of adult learners and the aging process, including different orientations to adult intelligences. In addition, this chapter presents the key assumptions grounding this volume: (a) “if something can be learned, it can be learned in a motivating manner” (p. 46), and (b) instructors should design a “motivational plan” as well as an instructional plan. Chapter 3 focuses on the key characteristics and performance criteria of the motivational instructor, incorporating a brief discussion of learning oriented to Friere’s critical consciousness. Chapter 4 provides a helpful introductory discussion to the four conditions for motivational learning environments: inclusion, attitude, meaning, and competence. This chapter also presents an in-depth discussion of the Motivational Framework for Culturally Responsive Teaching, which systematically delineates key understandings and instructional practices to enhance adult learning and motivation. The key premise of the foundational understandings presented in these first four chapters is to promote respect for and the value of the learner and to build “bridges between what adult learners know and their new learning” (p. 21). Although typically modest in his work, Wlodkowski does note that “factors of this motivational framework have been significantly associated with higher grade point averages and higher performance among adult learners” (p. 28). The core of the book, Chapters 5–8, explicates the key motivational conditions in his framework, providing 60 chronologically enumerated strategies that impact the motivational climate of the learner and the instructional learning environment. Throughout these chapters, he provides illustrative and informing discussions, rich examples, case studies, key methods, and checklists. Unlike more cookbook-oriented instructional guides, Wlodkowski focuses on the complexities of the learner and relevant life and cultural experiences that significantly impact the learning. [End Page 280] He further considers the potential expectations and demands imbedded in specific instructional situations, including assessment strategies...}, number={2}, journal={Review of Higher Education}, author={Kasworm, C.}, year={2009}, pages={280–281} }
 @article{kasworm_hemmingsen_2007, title={Preparing professionals for lifelong learning: Comparative examination of master's education programs}, volume={54}, ISSN={["0018-1560"]}, DOI={10.1007/s10734-006-9006-8}, number={3}, journal={HIGHER EDUCATION}, author={Kasworm, Carol and Hemmingsen, Lis}, year={2007}, month={Sep}, pages={449–468} }
 @article{kasworm_2006, title={Adult learning and adult education.}, volume={29}, ISSN={["0162-5748"]}, DOI={10.1353/rhe.2005.0084}, abstractNote={Knud Illeris. Adult Learning and Adult Education. Melbourne, FL: Krieger Publishing Company, 2004. 248 pp. Cloth: $39.50. ISBN 1-57524-257-5.}, number={2}, journal={REVIEW OF HIGHER EDUCATION}, author={Kasworm, CE}, year={2006}, pages={248–250} }
 @article{kasworm_2005, title={Adult student identity in an intergenerational community college classroom}, volume={56}, ISSN={["0741-7136"]}, DOI={10.1177/0741713605280148}, abstractNote={What is the nature of an adult student identity? Based in social constructivist theory, this study explored coconstructed understandings of culturally and socially mediated student identities through a select group of adult undergraduates in intergenerational community college classroom contexts. Key findings elaborated the coconstruction of two interwoven dimensions— positional and relational adult student identities reflecting multilayered, multisourced, and, at times, paradoxical beliefs and understandings of self, position, and relationships. Key elements and dynamics of these positional and relational identities for adult students are presented, including unique findings of a belief in an ideal student image as a referent to one’s actions and beliefs as well as using a referent of the younger college students’ attitudes and behaviors for salient judgments of position and relational status.}, number={1}, journal={ADULT EDUCATION QUARTERLY}, author={Kasworm, C}, year={2005}, month={Nov}, pages={3–20} }
 @book{accelerated learning for adults: the promise and practice of intensive educational formats_2003, ISBN={0787967947}, publisher={San Francisco: Jossey-Bass}, year={2003} }
 @article{kasworm_2003, title={Adult meaning making in the undergraduate classroom}, volume={53}, ISSN={["0741-7136"]}, DOI={10.1177/0741713602238905}, abstractNote={This study explores adult undergraduate beliefs about their construction of knowledge in the class-room and the relationships between such knowledge and their adult roles outside the classroom. Five belief structures, called “knowledge voices,” were delineated from interviews with 90 adult students. These belief structures included the entry voice, the outside voice, the cynical voice, the straddling voice, and the inclusion voice. Each of these five knowledge voices suggests a particular construction of the adult student learning world, perceptions of knowledge, and understandings of relationships between the collegiate classroom and the adult learners’ worlds of work, family, self, and community.}, number={2}, journal={ADULT EDUCATION QUARTERLY}, author={Kasworm, C}, year={2003}, month={Feb}, pages={81–98} }