Rate My Professor Karin Sprow Forte

Forté has produced significant scholarly work, including co-authoring 'Fostering Transformative Learning in an Online ESL Professional Development Program for K-12 Teachers' (The Qualitative Report, 2016), 'Community-Based Financial Literacy Education in a Cultural Context: A Study of Teacher Beliefs and Pedagogical Practice' (Adult Education Quarterly, 2013), 'Educating Latinas for Financial Literacy: A Case Study' (Adult Education Quarterly, 2012), and 'Teaching Financial Literacy: A Survey of Community-Based Educators' (International Journal of Consumer Studies, 2012). She co-edited Financial Literacy and Adult Education (Jossey-Bass, 2014) and contributed chapters such as 'Adult Financial Literacy Education: A Sociocultural Perspective' (2014) and 'Toward Health Equity: Mindfulness and Cultural Humility as Adult Education' (2019). Other publications include 'Understanding Medical Students' Attitudes Towards and Experiences with Persons with Disabilities and Disability Education' (Disability and Health Journal, 2022) and 'Building a Teacher Residency Collaborative: Mapping the Synergistic Activities to the Continuum of Clinical Partnership Development and Growth' (in press, 2021). She teaches courses including ADTED 460: Introduction to Adult Education, ADTED 542: Perspectives on Adult Learning Theory, C&I 280: Introduction to Teaching English as a Second Language, EDUC 466: Foundations of Teaching English as a Second Language, EDUC 468: Second Language Acquisition, and EDUC 520: Learning Theory for the Classroom. Forté serves on the University Committee on Assessment of Learning and curricular affairs subcommittees of the University Faculty Senate.