Sara M Flowers
Dr. Flowers received her TEFL certificate and completed student teaching in Prague, Czech Republic; taught in Istanbul, Turkey; and taught for a Russian school in Anjalankoski, Finland. As a young adult, Sara participated in an excursion with Voyager Outward Bound in Ely, Minnesota where she mushed and camped for 8 days in the Boundary Waters region in -20° February. The experience of leaving her comfort zone inspired Sara to take on other adventures such as summiting Kilimanjaro in an 8-day hike in 2015 and hiking the Inca trail to Machu Picchu for 4 days in 2017. Sara’s research focus is
• youth development,
• experiential education,
• American gap year programming,
• Nordic folkehøjskole,
• college transitions, and
• post-secondary first-year initiatives.
Her research involves young people who are preparing for—or are in the transition of—leaving high school and entering college. She uses the term ephebagogy meaning to lead the ephebus or budding citizen. This is a person between 18 and 25. Her research interests are defining the methods and features of ephebagogical teaching and learning. She studies the topics of educational experiences for learners that are utdannelse (academic) and dannelse (personal development).
Supervisors: Dr. Paul Naso, Dr. John Ciesluk, and Dr. Colin Amundsen
Address: Cape Elizabeth, Maine USA
• youth development,
• experiential education,
• American gap year programming,
• Nordic folkehøjskole,
• college transitions, and
• post-secondary first-year initiatives.
Her research involves young people who are preparing for—or are in the transition of—leaving high school and entering college. She uses the term ephebagogy meaning to lead the ephebus or budding citizen. This is a person between 18 and 25. Her research interests are defining the methods and features of ephebagogical teaching and learning. She studies the topics of educational experiences for learners that are utdannelse (academic) and dannelse (personal development).
Supervisors: Dr. Paul Naso, Dr. John Ciesluk, and Dr. Colin Amundsen
Address: Cape Elizabeth, Maine USA
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Videos by Sara M Flowers
Doctoral Dissertation by Sara M Flowers
Scholarly Papers by Sara M Flowers
Cite this: Flowers, S.M.F. (2018), A higher education response to rampage violence. Journal of Higher Education Management, 33(2), pp 38-46 Retrieved from http://www.aaua.org/journals/pdfs/JHEM_2018_33-2.pdf.
Cite:
Flowers, S.M. (2016). Folkehøjskole: A Scandinavian model can help our students succeed in college. New England Journal of Higher Education. Retrieved from http://www.nebhe.org/thejournal/folkehojskole-a-scandinavian-model-can-help-our-students-succeed-in-college/.
Cite:
Flowers, S. (2014). A philosophy for teaching and learning in emerging adulthood. New Horizons for Learning Journal, 11(1). Retrieved from http://jhepp.library.jhu.edu/ojs/index.php/newhorizons/article/view/343
Conference Presentations by Sara M Flowers
Cite this:
Flowers, S.M.F. (2021, February 6). The theory of ephebagogy: Its relevance with to recidivism rates in Lycoming. “We Can’t Wait” Pennsylvania Statewide Coalition: Lycoming County, PA.
Cite this: Flowers, S.M.F. (2019, April). Folkehøjskole, gap year, and first-year experience: Leading for social movements. Paper presented at University of Southern Maine Thinking Matters Symposium, Portland, ME.
Cite this: Flowers, S.F. (2019, April) A higher education response to rampage violence. Paper presented at the University of Southern Maine Thinking Matters Symposium, Portland, ME
If our goal is to foster the whole learner, the robustness of programming that involves cultural, social, and out-of-doors education is just as important as the literacy and numeracy of college attendance. In order to build the strong leaders of tomorrow, we must sow seeds of the skills and dispositions necessary for fully-fledged and contributing members of our society.
We know that “academics” and “education” have nuanced differences and there are principles and models that will help us to understand the opportunities that our programs can offer. Too often, we hear youth criticized and young people accused of ill preparedness for the adult and working world. All the while, schools chip away at the non-academic programming that is precisely the sort of education that young people need in order to bloom. Mapping out the practices of ephebagogical teaching stands to impact teaching and learning in, secondary levels, post-secondary, and transitional development programs.
Cite this: Flowers, S.M.F. (2018). Leading the budding citizen and emerging adult. Presented at the Association for Experiential Education + Gap Year Association International Conference: Orlando, FL.
With overwhelming evidence that a planful and structured gap year bears fruit in student development, there is still a body of literature supporting 'academic momentum.' We agree that momentum is important to human development and student success. Because we believe that momentum from one developmental experience to another is important, partnerships between gap year programs and higher education admissions is critical for bridging those transitions. The significance of inspiring 'gap-friendly' higher education institutions means that more students and their families can consider a gap year as part of their goals and vision.
Cite this: Flowers, S.M.F. (2018). Gap Year Association higher education admission and deferral policies project. Poster presented at the 2018 Association for Experiential Education + Gap Year Association International Conference: Orlando, FL.
Cite this:
Flowers, S.M.F. (2018 April 4). Ephebagogy: Leading the budding citizen and emerging adult. Presented at the New England Education Opportunity Association 42nd Annual Conference: Stowe, Vermont.
Flowers, S.M.F. (2017, June). Do parents have a role in the institution's ephebagogical practices? Presented at the American Association of University Administrators 2017 Leadership Seminar; New Orleans, Louisiana.
Citation: Flowers, S.M.F. (2017, January 5) Scandinavian folkehøjskole and American gap year: What a year off does for college readiness. Presented at Maine Educational Opportunity Association 34th Annual Conference, Orono, Maine.
Cite:
Flowers, S. (2016, March 25). Development in the gap: A case study of the emerging adult in structured gap programs. Paper presented at Harvard Graduate School of Education 21st Annual Student Research Conference, Cambridge, MA.
Cite this: Flowers, S.M.F. (2018), A higher education response to rampage violence. Journal of Higher Education Management, 33(2), pp 38-46 Retrieved from http://www.aaua.org/journals/pdfs/JHEM_2018_33-2.pdf.
Cite:
Flowers, S.M. (2016). Folkehøjskole: A Scandinavian model can help our students succeed in college. New England Journal of Higher Education. Retrieved from http://www.nebhe.org/thejournal/folkehojskole-a-scandinavian-model-can-help-our-students-succeed-in-college/.
Cite:
Flowers, S. (2014). A philosophy for teaching and learning in emerging adulthood. New Horizons for Learning Journal, 11(1). Retrieved from http://jhepp.library.jhu.edu/ojs/index.php/newhorizons/article/view/343
Cite this:
Flowers, S.M.F. (2021, February 6). The theory of ephebagogy: Its relevance with to recidivism rates in Lycoming. “We Can’t Wait” Pennsylvania Statewide Coalition: Lycoming County, PA.
Cite this: Flowers, S.M.F. (2019, April). Folkehøjskole, gap year, and first-year experience: Leading for social movements. Paper presented at University of Southern Maine Thinking Matters Symposium, Portland, ME.
Cite this: Flowers, S.F. (2019, April) A higher education response to rampage violence. Paper presented at the University of Southern Maine Thinking Matters Symposium, Portland, ME
If our goal is to foster the whole learner, the robustness of programming that involves cultural, social, and out-of-doors education is just as important as the literacy and numeracy of college attendance. In order to build the strong leaders of tomorrow, we must sow seeds of the skills and dispositions necessary for fully-fledged and contributing members of our society.
We know that “academics” and “education” have nuanced differences and there are principles and models that will help us to understand the opportunities that our programs can offer. Too often, we hear youth criticized and young people accused of ill preparedness for the adult and working world. All the while, schools chip away at the non-academic programming that is precisely the sort of education that young people need in order to bloom. Mapping out the practices of ephebagogical teaching stands to impact teaching and learning in, secondary levels, post-secondary, and transitional development programs.
Cite this: Flowers, S.M.F. (2018). Leading the budding citizen and emerging adult. Presented at the Association for Experiential Education + Gap Year Association International Conference: Orlando, FL.
With overwhelming evidence that a planful and structured gap year bears fruit in student development, there is still a body of literature supporting 'academic momentum.' We agree that momentum is important to human development and student success. Because we believe that momentum from one developmental experience to another is important, partnerships between gap year programs and higher education admissions is critical for bridging those transitions. The significance of inspiring 'gap-friendly' higher education institutions means that more students and their families can consider a gap year as part of their goals and vision.
Cite this: Flowers, S.M.F. (2018). Gap Year Association higher education admission and deferral policies project. Poster presented at the 2018 Association for Experiential Education + Gap Year Association International Conference: Orlando, FL.
Cite this:
Flowers, S.M.F. (2018 April 4). Ephebagogy: Leading the budding citizen and emerging adult. Presented at the New England Education Opportunity Association 42nd Annual Conference: Stowe, Vermont.
Flowers, S.M.F. (2017, June). Do parents have a role in the institution's ephebagogical practices? Presented at the American Association of University Administrators 2017 Leadership Seminar; New Orleans, Louisiana.
Citation: Flowers, S.M.F. (2017, January 5) Scandinavian folkehøjskole and American gap year: What a year off does for college readiness. Presented at Maine Educational Opportunity Association 34th Annual Conference, Orono, Maine.
Cite:
Flowers, S. (2016, March 25). Development in the gap: A case study of the emerging adult in structured gap programs. Paper presented at Harvard Graduate School of Education 21st Annual Student Research Conference, Cambridge, MA.
Cite:
Flowers, S. (2015, April 10). Scandinavian folkehøjskole & American gap year: Cultivating the emerging adult. Paper presented at Harvard University Graduate School of Education 20th Annual Student Research Conference, Cambridge, MA.
Cite:
Flowers, S.M. (2016 Mar 27). Graduation brings a time for decisions. Lewiston Sun Journal, p C9. Retrieved from http://www.sunjournal.com/ news/columns-analysis/2016/03/27/graduation-brings-time-decisions/1893709
Cite:
Flowers, S. (2013, June 6). Give students a chance--Provide solid verification of a person's contributions. Lewiston Sun Journal, pp. A6. Retrieved from http://www2.sunjournal.com/pdfs/2013/06/03/A06SJD-060313_1.pdf.
Cite:
Flowers, S. (2003, May 17). Learning to teach is a constant lesson. Lewiston Sun Journal, pp. A6. Retrieved from http://www.sunjournal.com/node/359360.
Cite:
Flowers, S. (2014, March 23). The ways we pray [sermon]. Lecture conducted from First Universalist Church: Unitarian Universalist Auburn, Maine, US.