Jen Ouellette-schramm

Contributing Faculty
Richard W. Riley College of Education and Human Sciences
Doctor of Education (EdD)

Dr. Jen Ouellette-Schramm specializes in adult development and learning, and has served in related roles since 2005. Her passion for adult education began during a literacy fellowship based in the Department of Adult Education at the University of Ibadan, Nigeria. Since then her career has spanned adult and higher education in administrative and instructional roles. She worked as an adult educator, then senior instructional manager at Literacy Minnesota, and in the Minnesota State Colleges and Universities system for six years including as a community college Academic Dean. She served as a senior editor at MinneTESOL Journal, Minnesota’s journal of research and practice in the field of ESL education, and as Director of Adult Academics in an adult education program. At Walden University, she taught Understanding the Adult Learner and teaches and supports doctoral capstones in the Richard W. Riley College of Education’s Higher Education and Adult Learning program.

Dr. Ouellette-Schramm’s research focuses on the intersection of learning and growth among adult learners and educators. She is a certified and reliable rater of the Subject-Object Interview, the methodological instrument of the Constructive-developmental stage theory of adult development, and employs this instrument and theory in her research. She is also a Qualified Administrator of the Intercultural Development Inventory (IDI). She has published her research in peer-reviewed journals including Adult Learning, Adult Education Quarterly, and Reflective Practice, and published a chapter in the 2019 Wiley Handbook of Adult Literacy. She regularly presents at national and international conferences including the American Association of Adult and Continuing Education (AAACE) and the European Society for Research in Adult Development (ESRAD).

Courses Taught

EDDD 8021 - Understanding the Adult Learner

Education

EdD, Hamline University

Post-master's Certificate, Antioch University

Post-master's Certificate, Antioch University

MA, Hamline University

BA, University of Minnesota

Publications

Ouellette-schramm, J. R. (2023). Self-authored motivations of US adult basic education English learners.. Australian Journal of Adult Learning

Ouellette-schramm, J. R. (2021). Motivation for persistence among community college English language learners: A constructive-developmental study. Journal of Applied Research in the Community College

Ouellette-schramm, J. R. (2021). Community college goal exploration: A constructive-developmental study of English Language Learners. Journal on Excellence in College Teaching

Ouellette-schramm, J., Chugani Molina, S., Reimer, J. (2019). Developmentally distinct experiences among novice teachers reflecting on Teaching English as a Foreign Language (TEFL). Reflective Practice

Ouellette-schramm, J. (2019). Academic Literacy as Developmental Pedagogy in The Wiley Handbook of Adult Literacy.

Ouellette-Schramm, J. R. (2019). Academic literacy learning from the cognitive-developmental perspective of one low-educated adult second-language learner in the Proceedings from the 11th Annual International Symposium: Low-Educated Second Language and Literacy Acquisition.

Ouellette-schramm, J. (2018). Developmentally Distinct Learning Experiences Among Adult English Language Learners. Adult Learning

Ouellette-schramm, J. (2016). Developmental Diversity in the Academic Language–Learning Experiences of Adult English as a Second or Other Language Learners. Adult Education Quarterly

Ouellette-Schramm, J. R. (2015). Epistemological development and critical thinking in post- Secondary. Australian Journal of Adult Learning

Ouellette-Schramm, J. R. (2015). More than a 'basic skill': Breaking down the complexities of summarizing for ABE/ESL learners. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education

Ouellette-Schramm, J. R. (2009). Beyond multiple learning styles, cultures, and language proficiency levels: Honoring adult ‘ways of knowing’ in the adult ESOL classroom. MinneTESOL Journal

Presentations

Ouellette-schramm, J. R. (2023). Intercultural and epistemological development of US undergraduate faculty: A constructive-developmental study.. European Society for Research in Adult Development (ESRAD)

Ouellette-schramm, J. R. (2022). Developmental growth of three multilingual learners persisting in community college: A constructive-developmental study. .

Ouellette-schramm, J. R. (2021). Motivations of English language learners growing toward self-authorship. Hosted by Jönköping University, Sweden

Ouellette-Schramm, J. R. (2020). Experiences of Persistence among Community College English Language Learners. Council for the Study of Community Colleges

Ouellette-Schramm, J. R. (2019). Supporting Persistence among Developmentally Diverse Adult English Language Learners.. Council for the Study of Community Colleges (CSCC)

Ouellette-Schramm, J. R., Reimer, J. (2018). Scaffolding Transformational Reflection for Developmentally Diverse Teachers . Teaching English to Speakers of Other Languages (TESOL)

Ouellette-Schramm, J. R. (2017). Academic Literacy Learning as Constructive-Developmental Pedagogy: Supporting the Learning and Growth of English Language Learners. International Academic Forum (IAFOR)

Ouellette-Schramm, J. R., Reimer, J. (2016). TEFL Student Practices with Reflection: A Constructive-Developmental Study.

Ouellette-Schramm, J. R. (2015). Academic Literacy Learning from the Cognitive-Developmental Perspective of One Low-Educated Adult Second-Language Learner. Low-Educated Second Language and Literacy Acquisition (LESLLA)

Ouellette-Schramm, J. R., Reimer, J. (2015). Academic language: Bringing College into the Classroom. Teaching English to Speakers of Other Languages (TESOL)