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ED 500 Foundations of Adult Education
Winkelman, C. Kim


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 500 Foundations of Adult Education

Semester

S1P 2009 DL

Faculty

Winkelman, C. Kim

Title

Adjunct Professor

Degrees/Certificates

Ph.D. Education

Office Location

Pine Ridge Indian Reservation; Manderson, South Dakota

Office Hours

See "Virtual Office"

Daytime Phone

605-838-0349 Home Office

Other Phone

605-867-2243

E-Mail

kim.winkelman@park.edu

lakota71@goldenwest.net

Semester Dates

Jan 12-March7

Class Days

56

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Required:

Title:  Key Concepts in Adult Education

Author:  Malcolm Tight

Publisher:  RoutledgeFalmer

ISBN:    0-415-27579-2

________________________________________________________________________

Title:  Philosophical Foundations of Adult Education

Author:  J.L. Elias & S.B. Merriam

Publisher:  Krieger

ISBN: 1-57524-254-0

________________________________________________________________________

Title:  The Scalpel and the Silver Bear: The First Navajo Woman Surgeon Combines Western Medicine and Traditional Healing

Authors:   Alvord, L. & Cohen Van Pelt, E.
 
Publisher: Bantam
 
ISBN:  978-0553378009
 
___________________________________________________________________
 
Title:  Publication Manual of the American Psychological Association 5th ed.

Author:  American Psychological Association

Publisher:  American Psychological Association

ISBN: 1-55798-810-2

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Real Player

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED500 Foundations of Adult Education: The course will provide a historical perspective of adult education theory, philosophy, and practice, and will examine the role of the adulteducator in the 21st century. Additionally, the course will investigate andragogy andvarious adult learning and teaching theories.

Educational Philosophy:

My learning philosophy is one of interactiveness - in collaboration with your peers - derived from lectures, videos, web sites, course material, and dialogues. Education to me is Not just regurgitating information, rather education is learning How to Think! I expect students to question concepts, think about new concepts, and enter into good academic discussions with their peers and the instructors. Learning is a collaborative process.
Dr. Kim

Learning Outcomes:
  Core Learning Outcomes

  1. Distinguish between the various historical events in adult education. (CPAE 1)
  2. Compare and contrast the differing adult education philosophies. (CPAE 1, 3, 6)
  3. Identify the different adult teaching and learning theories. (CPAE 1,2, 3, 6; NBTPS 1.2, 2.1)
  4. Assess the field of adult education in a global context. (CPAE 4; NBTPS 5.1)
  5. Review and analyze academic literature from various journals and books. (CPAE 6; NBTPS 4.3)
  6. Evaluate the role of the adult education professional. (CPAE 3, 4; NBTPS 4.3, 5.1)
  7. Apply the learning from this course in adult learning environments. (CPAE 2, 3, 4, 5, 6; NBTPS 1.2)


Core Assessment:

Core Learning Assessment: ED 500


Below please find the core learning assessment for ED 500.  The assessment meets all course learning outcomes except number one.  Attached is the grading rubric which documents course elements required in the assignment.


At the completion of this course learners will be able to:



  • Distinguish between the various historical events in adult education.  (CPAE 1)
  • Compare and contrast the differing adult education philosophies. (CPAE 1, 3, 6)
  • Identify the different adult teaching and learning theories. (CPAE 1,2, 3, 6; NBTPS 1.2, 2.1)
  • Assess the field of adult education in a global context. (CPAE 4; NBTPS 5.1)
  • Review and analyze academic literature from various journals and books. (CPAE 6; NBTPS 4.3)
  • Evaluate the role of the adult education professional. (CPAE 3, 4; NBTPS 4.3, 5.1)
  • Apply the learning from this course in adult learning environments. (CPAE 2, 3, 4, 5, 6; NBTPS 1.2)

Alvord Reflection Paper: 125 points :  The Scalpel and The Silver Bear reading


The goal of this reflection paper is to serve as a final synthesis of your learning from ED 500 and to incorporate a cultural perspective with which you may or may not be familiar.  Consider all aspects of the course and reflect on how Dr. Alvord’s story illustrates your insights into adult learning theory and the effect your insights have on you as an adult educator.  Consider not only Dr. Alvord’s experience but the environments and contexts in which she finds herself.  There is a vast amount of material in this story – I am not looking for a recounting of the story, rather I am looking for a critical reflection of the story and environmental context in relation to adult learning and you as an adult education provider.  The paper length will depend on your insights, but to accomplish the reflection adequately I would expect a minimum of five – seven pages, (exclusive of your cover sheet and reference list), double spaced, Times New Roman, 12 point, and 1” margins.


Link to Class Rubric

Class Assessment:

Each assignment is allocated points based upon the academic quality and thoroughness of the assignment, which are then added together to obtain the final letter grade. To assist you in meeting the expected grading criteria for assignments, grading rubrics are posted for all assignments including participation under the Course Home. Please pay attention to the rubrics as all the quantitative grading criteria is provided.

 
  • Field Trip Response: 10 points each - total 80 points
  • Personal Philosophy: 50 points
  • Philosophy Group Analysis: 15 points each - total 105 points
  • Journal Critique - 50points
  • Application Paper (Core Assessment): 125 points
  • Final Exam: 60 points
  • Participation: 10 points each - total 80 points

Grading:

Point Grade Distribution

Number of Points

Letter

From

To

Percent

A

495

550

90-100

B

440

494

80-89.9

C

385

439

70-79.9

D

330

384

60-69.9

F

0

329

Below 59.9

Assignment

Points Value

 

Field Trips

80

Discussion

80

 

Group Philosophy

105

 

Philosophy

50

 

Application Paper

125

(Core Assessment)

Journal Critique

50

 

Final

60

 

Late Submission of Course Materials:

Any missing activity will be considered an "F". In exceptional circumstances, an "I" (incomplete) may be given; expectations for completion will be agreed upon with the instructor before the end of the semester. In fairness to those who complete the work on time no late assignments will be accepted.

Classroom Rules of Conduct:
All Park University polices relating to Student Code of Conduct issues will be followed.

Course Topic/Dates/Assignments:
 

Week

Activities & Due Day

1

Read:

  • Tight: Introduction & 1
  • Elias & Merriam: 1

Watch:

  • Watch the video on the GI Bill (60 minutes total)

Field Trip:

Discuss & Post:

  • Field Trip – due Thursday
  • General Discussion – first post midnight Wednesday/responses to classmates midnight Sunday

2

Read:

  • Tight: 5
  • Elias & Merriam: 2
  • Return to Learning (download from DocSharing)

Field Trip:

  • Center for Lifelong Learning

Discuss & Post:

  • Field Trip – due Thursday
  • General Discussion – first post midnight Wednesday/responses to classmates midnight Sunday

Group:

  • Post group’s conclusions - due midnight Saturday
  • Place your Group Summary in Word or .rtf format the Dropbox no later than midnight Sunday.

3

Read:

  • Tight: 6
  • Elias & Merriam: 3
  • Fast Lane (Download from DocSharing)
  • Web Site Links embed in the lectures

Field Trip:

Discuss & Post:

  • Field Trip – due Thursday
  • General Discussion – first post midnight Wednesday/responses to classmates midnight Sunday

Group:

  • Post group’s conclusions - due midnight Saturday
  • Place your Group Summary in Word or .rtf format the Dropbox no later than midnight Sunday

4

Read:

  • Tight: 3
  • Elias & Merriam: 4

Field Trip:

Write:

  • Journal Critique due in Dropbox no later than Friday midnight

Discuss & Post:

  • Field Trip – due Thursday
  • General Discussion – first post midnight Wednesday/responses to classmates midnight Sunday

Group:

  • Post group's conclusions - due midnight Saturday
  • Place your Group Summary in Word or .rtf format the Dropbox no later than midnight Sunday

5

Read:

  • Tight: 4
  • Elias & Merriam: 5
  • Workplace Learning article (download from DocSharing)

Field Trip:

Council for Adult & Experiential Learning

Discuss & Post:

  • Field Trip – due Thursday
  • General Discussion – first post midnight Wednesday/responses to classmates midnight Sunday

Group:

  • Post group’s conclusions - due midnight Saturday
  • Place your Group Summary in Word or .rtf format the Dropbox no later than midnight Sunday

6

Read:

  • Tight: 7
  • Elias & Merriam: 6
  • Low Income Adults article (download from DocSharing)
  • Stokes (download from DocSharing)

View:

  • Back to School video clip

Field Trip:

The Open University

Tribal Colleges

Discuss & Post:

  • Field Trip – due Thursday
  • General Discussion – first post midnight Wednesday/responses to classmates midnight Sunday

Group:

  • Post group’s conclusions - due midnight Saturday
  • Place your Group Summary in Word or .rtf format the Dropbox no later than midnight Sunday.

7

Read:

  • Tight: 2
  • Elias & Merriam: 7
  • Mokyr (Download from DocSharing)

Write

  • Personal Philosophy – due Saturday (Dropbox)

Field Trip:

UNESCO

Discuss & Post:

  • Field Trip – due Thursday
  • General Discussion – first post midnight Wednesday/responses to classmates midnight Sunday

Group:

  • Post group’s conclusions - due midnight Saturday
  • Place your Group Summary in Word or .rtf format the Dropbox no later than midnight Sunday.

8

Read:

  • Tight: 8
  • Elias & Merriam: 8

Field Trip:

Please reflect on the Field Trip visits and post your overall insights into adult education as a result of the trips.

Write:

  • Application Paper - due Wednesday (Dropbox)

Discuss & Post:

  • Field Trip – due Thursday
  • General Discussion – first post midnight Wednesday/responses to classmates midnight Sunday

Group:

  • Post group’s conclusions - due midnight Saturday
  • Place your Group Summary in Word or .rtf format the Dropbox no later than midnight Sunday.

Final Exam:

  • Final exam during Week 8

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2008-2009 Graduate Catalog Page 25


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
I. Cognitive Skills  • Explore professional insights into adult education through Dr. Alvord's or Rita's experience. • Discuss adult education course concepts/theory to explain your insights into the practice as an adult educator.                     
Outcomes
1. Content/Comprehension 2. Analysis 3. Synthesis 4. Evaluation  5. Application 6. Interpretation 1-6                                                                                                                                                                                                                                                                                                                                                                                                                
Reference To Course Content

* Uses 4 course concepts/theories to explain Dr. Alvord's or Rita's journey as an adult learner

Insights & Application

* Compares/contrasts 4 of Dr. Alvord's or Rita's experiences to adult education concepts/theories practice  

 
Reference To Course Content

* Uses 2- 3 course concepts/theories to explain Dr. Alvord's or Rita's journey as an adult learner

Insights & Application

* Compares/contrasts 2-3 of Dr. Alvord's or Rita's experiences to adult education concepts/theories practice  

 
Reference To Course Content

* Uses 1 course concept/theory to explain Dr. Alvord's or Rita's journey as an adult learner

Insights & Application

* Compares/contrasts 1 of Dr. Alvord's or Rita's experiences to adult education concepts/theories practice  

 
Reference To Course Content

* Uses no course concept/theory to explain Dr. Alvord's or Rita's journey as an adult learner

Insights & Application

* Does not compares/contrasts any of Dr. Alvord's or Rita's experiences to adult education concepts/theories practice  

 
II.  Technical/Professional Skills                                                                                                                                                                                                                         
Outcomes
1. Academic writing skills 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
No grammatical errors, including APA, thesis statement clear, discussion flow is easily tracked throughout paper.  Presentation and format is correct. Four or less grammatical errors, including APA, thesis statement clear; discussion flow becomes unclear at times throughout paper.  Presentation and format is correct Five to ten grammatical errors, including APA, thesis statement clear; discussion flow becomes unclear at times throughout paper.  Presentation and format is has errors. Eleven or more grammatical errors, including APA, thesis statement clear; discussion flow becomes unclear at times throughout paper.  Presentation is not correct 

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Last Updated:1/6/2009 1:05:42 AM