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ED 500 Foundations of Adult Education
Gonzales-Walker, Roxanne M.


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

F1P 2009 DL

Faculty

Gonzales-Walker, Roxanne M.

Title

Associate Professor

Degrees/Certificates

Ed.D. Higher Education Adminsitration
M.S. Counseling
B.S. Psychology Cum Laude

Office Location

CDL 119

Office Hours

online as needed

Daytime Phone

816.584.6531

E-Mail

roxanne.gonzales@park.edu

Semester Dates

August 17, 2009 - October 11, 2009

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

REQUIRED:
 

1)  Publication Manual of the American Psychological Association, Sixth Edition

ISBN: 978-1-4338-0561-5
Publication Date: July 2009
Edition: Softcover
OR
ISBN: 978-1-4338-0562-2
Publication Date: July 2009
Edition: Spiral Bound
 

2)  Philosophical Foundations of Adult Education

Author:  J. L. Elias & S.B. Merriam
ISBN-10: 1575242540 or ISBN-13: 978-1575242545
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
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.

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:
 

For Grading Criteria & Details See the Specific Rubric Under DocSharing

 

Field Trip Response: 10 points each = 80 points

Each week you will go on a virtual “field trip” to a location which provides services to adult learners in some fashion. Explore the web site thoroughly and by Thursday midnight, post a personal response to your new learning about adult education as a result of the visit; then respond to comments posted by other class members. DO NOT critique the web site - you are looking for content. See the grading rubric in the DocSharing for more details.

Requirements:

1. Attend the Field Trip each week;

2. Apply that week’s readings, Concepts, and web site to the Field Trip for that week (use APA citations to support your comments);

3. Post at a minimum a three quality paragraph response and your insights on adult education as a result of the visit in the menu Field Trip by midnight Thursday;

4. Respond to two other class member’s comments by midnight Sunday.

Suggestions for Online participation:

  • Active and comprehensive participation in Discussion Threads
    • Checking 3 -4 times a week;
  • You must use APA citation in your posting just as you would in a paper;
  • You would do well to use the language from your readings, Concepts, and other related course materials;
  • If you have an emergency or other unforeseen event that will prevent you from posting please let your instructor know as soon as possible;
  • Take an active role as a team member of this class and provide meaningful comments not something like “good job”.

History Discussion: 15 points

While this is not a course in the history of adult education, there is a need to briefly review the history of adult education as a means to set a framework for the field as a profession. During Week 1, you will watch a video on the World War II GI Bill and the overall impact it had on adult education. In addition, you will review a PowerPoint with the highlights of adult education in the United States.

Requirements:

1.     Watch the GI Bill video;

2.     Review the PowerPoint on adult education in the US;

3.     Respond to the question in the GI Bill Discussion Thread by midnight Friday;

4.     Comment to one other class member’s comments by midnight Sunday.

 

Personal Education Philosophy: 100 points

It is important to understand your philosophy as an adult educator. In fact many employers will ask you to write your educational philosophy as part of the hiring process. This assignment is broken in two parts: the first is a draft of your educational philosophy due Week 2 (no grade will be assigned – just feedback); the second is a rewrite of your educational philosophy due at the end of Week 7.

Requirements:

1.     Part I (Part I is not graded - feedback from the instructor should be incorporated into the final paper – however, if you do not turn in a draft there is a 10 point deduction from your final paper)

a.      Visit the web sites on educational philosophy;

b.     Write a one – three page (not an outline) draft Week 2;

c.     Deposit the paper no later than midnight Thursday in the Dropbox.

1.     Part II

a.      At the end of the term, review your draft from Week 2;

b.     Revise and update your philosophy adapting those philosophies of adult education from the course that work for you;  

c.     Write your own educational philosophy;

d.     Paper should not exceed eight pages;

e.      Use APA citations to support your comments and use the language from the course;

f.       Deposit the paper no later than midnight Saturday of Week 7 in the Dropbox.

 

Research Skills 5 -15 points each = 50 points

Graduate School is an exciting adventure in learning for many reasons, one of which is that with graduate work, you begin to become an “expert your chosen field. That expertise comes from selected readings in the discipline but also from research you will conduct in the program. To help prepare you for the research aspect of the Adult Education program you will be introduced to basic research skills in this course. The selected skills are areas where most new graduate students seem to have problems, these include the following:

1.     Developing a thesis statement;

2.     Correct APA citation in text;

3.     Journal Critique;

4.     Correct APA reference list;

5.     Development of a solid introduction paragraph. 

Requirements:

1.     Use the APA Manual as your resource for all the assignments;

2.     Review the Research content each week;

3.     Follow the directions (posted in the Research content section) for the five assignments above during Weeks 1, 2, 3, 4, and 5;

4.     For each assignment place your completed product in the Dropbox by midnight Sunday.


Philosophy Group Analysis: 7 at 15 points each = 105 points (group grade)

In this course we will explore the major philosophies of adult education. Starting in Week 2, you will work in groups to discuss the philosophies and identify the group's conclusions of the various philosophies.

As group you will identify:

  • Strengths of the philosophy;
  • Weakness of the philosophy;
  • Provide an example of how the philosophy might be applied to a real adult learning environment; formal or informal.

Requirements:

1.     Week 1 you will be assigned to a group;

2.     Starting in Week 2 and each week thereafter your group will work together to discuss the philosophy of the week in a private group discussion area;

3.     As a group you will post in the Philosophy Discussion Thread your groups conclusions no later than midnight on Saturday;

1.     bulleted lists for the strengths/weakness are fine as long as the points can be understood;

2.     please do not repeat the strengths/weakness from the book – as a group develop the lists from your own insights;

4.     Place your Group Summary in .doc or .rtf format the Dropbox no later than midnight Saturday;

5.     Grading will be for the group as a whole with one aspect for individual participation in the weekly discussions;

1.     it is highly suggested that you:

1.     divide the tasks on a weekly basis (share the workload);

2.     post early in the week;

3.     allow for edits of content before posting and submission;

4.     if you have problem with a group member not doing their fair share, you need to be honest with them and ask them to do their fair share of the work.

6.     As an individual you will respond to one other group's postings no later than midnight Sunday.

 

Application Paper: 150 points  - CORE ASSESSMENT

The goal of this reflection paper is to serve as a final synthesis of your learning from ED 500 as it relates to practice. Consider all aspects of the course theories and concepts; you are to reflect on how those concepts apply to your own learning as an adult learner and professional. Discuss your insights into adult learning history, concepts, theory and the effect your insights have on you as an adult educator. Consider not only your experiences, but the environments and contexts in which your learning has occurred and how you perceive yourself as an adult educator/professional. There is a vast amount of material however; this is not a recounting of your story, rather a critical reflection of your story and environmental context in relation to adult learning and you as an adult education provider. You will find it useful to use terms from the materials presented throughout the course. The paper length will depend on your insights, but to accomplish the reflection adequately it should be a minimum of eight pages, (exclusive of your cover sheet and reference list), double spaced, Times New Roman, 12 point, and 1” margins.

Requirements:

1. Review the main concepts from the course that apply to you;

2. Write your paper;

3. Deposit the paper as a .doc or ,rft file Week 8 no later than midnight Wednesday in the Dropbox.

Final Exam: 50 points

The School of Education requires that all courses have a final exam. During Week 8 you will take a 2 hour final at one of Park's approved testing locations. You will NOT HAVE INTERNET access during the exam, it is open book, open notes, and you may use the computer to type your response.

Requirements:

1.     Set up your proctor Week 2;

2.     Print all content, articles, and other important information from the course;

3.     Organize your notes;

4.     Take your exam. 

Grading:

Assignment
Points Value
GI Bill
15
Field Trips 
80
Research
50
Group Philosophy 
105
Philosophy 
100
Application Paper
150
Final
50
TOTAL 
550
 

Letter Grade Policy

 

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

 
 

Late Submission of Course Materials:

Late Submission of Course Materials:
In fairness to those who complete their work on time,  late assignments will not be accepted.  If you have an emergency please contact the instructor as soon as possible. 

Course Topic/Dates/Assignments:
 

 

Week

Activities & Due Day

1

History

Read:

·        Elias & Merriam: 1

·        The Adult Learner (under DocSharing)

 

Watch:

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

Visit Field Trip:

·        Emily Griffith

 

Discuss & Post:

·        Field Trip – Due Thursday; other posts midnight Sunday

·        GI Bill Discussion – due Friday; other posts midnight Sunday

Research:

·        Thesis statement, place in Dropbox as a .doc or .rtf format no later than midnight Sunday.

2

Overview: Characteristics

Read:

·        Elias & Merriam: 2

·        Low Income(download from DocSharing)

·        The Adult Learning Gap (download from DocSharing)

 

 Field Trip:

·        Center for Lifelong Learning

·        Subscribe to the Newsletter

Write:

·        Draft Personal Education Philosophy – due Thursday (Part I is not graded - feedback from the instructor should be incorporated into the final paper – however, if you do not turn in a draft there is a 10 point deduction from your final paper)

·        Place in Dropbox as a .doc or .rtf format the Dropbox no later than midnight Thursday.

 

Discuss & Post:

·        Field Trip – Due Thursday; other posts midnight Sunday

Research:

·        In text APA, place in Dropbox as a .doc or .rtf format no later than midnight Sunday.

Group:

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

3

Overview: Theory

Read:

·        Elias & Merriam: 3

·        Rossiter (Download from DocSharing)

·        Stokes (Download from DocSharing)

·        Serving Adult Learners (Download from DocSharing)

Field Trip:

·        Council for Adult & Experiential Learning

Discuss & Post:

·        Field Trip – Due Thursday; other posts midnight Sunday

Research:

·        Journal Critique, place in Dropbox as a .doc or .rtf format no later than midnight Sunday.

Group:

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

4

Policy

Read:

·        Elias & Merriam: 4

·        State Indicators Monograph (Download from DocSharing)

·        State Indicators Policy Guide (Download from DocSharing)

 Field Trip:

Discuss & Post:

·        Field Trip – Due Thursday; other posts midnight Sunday

Research:

·        APA reference list, place in Dropbox as a .doc or .rtf format no later than midnight Sunday.

Group:

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

5

Providers

Read:

  • Elias & Merriam: 5
  • Taylor (Download from DocSharing)
  • Billett (Download from DocSharing)
  • Higher Education for Older Adults (Download from DocSharing)

Field Trip:

·        The Masie Center

Watch:

·        Back to School video clip

Discuss & Post:

·        Field Trip – Due Thursday; other posts midnight Sunday

Research:

·        Introduction paragraph, place in Dropbox as a .doc or .rtf format no later than midnight Sunday.

Group:

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

6

Society & Impact

Read:  

  • Elias & Merriam: 6
  • The Path of Many Journeys (Download from DocSharing)

Field Trip:

·        National Commission on Adult Literacy

Discuss & Post:

·        Field Trip – Due Thursday; other posts midnight Sunday

Group:

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

7

Global Issues

Read:  

  • Elias & Merriam: 7
  • Mokyr (Download from DocSharing)
  • Scan - UNESCO Unites States (Download from DocSharing)

Write

  • Personal Philosophy – place as a .doc or .rtf in the Dropbox no later than midnight Saturday.

Field Trip:

·        UNESCO

Discuss & Post:

·        Field Trip – Due Thursday; other posts midnight Sunday

Group:

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

8

The Profession

Read:

  • 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:

  • Reflection Paper - due Thursday, place as a .doc or .rtf in the Dropbox no later than midnight Wednesday.

Discuss & Post:

  • Field Trip – due Thursday

Group:

  • Post group’s conclusions - due midnight Saturday
  • Place your Group Summary as a .doc or .rtf format in 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 2009-2010 Graduate Catalog Page 31

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 2009-2010 Graduate Catalog Page 31-32


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 2009-2010 Graduate Catalog Page 35

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:7/13/2009 4:39:18 PM