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ED 500 Foundations of Adult Education
Dennis, Kay S.


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 DLA

Faculty

Dennis, Kay S.

Title

Assistant Professor of Education

Degrees/Certificates

EdD, MSN, BSN

Office Location

North Carolina (online)

Office Hours

email anytime; phone, W-Th-F-S mornings; or as arranged

Daytime Phone

252.241.9463

E-Mail

kay.dennis@park.edu

Semester Dates

August 17 - Oct. 11, 2009

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Philosophical Foundations of Adult Education

Author: J.L. Elias & S.B. Merriam
Publisher: Krieger
ISBN: 1-57524-254-0
 
 

Publication Manual of the American Psychological
Association 6th ed.

Author: American Psychological Association
Publisher: American Psychological Association

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

Classroom Rules of Conduct:

 Class Participation in the Online Learning Environment
  • Some helpful information about participation in an online classroom is found in the Netiquette section on the Help and Resources page and the Course Home page.
  • Additionally, at times we will discuss controversial topics and have people who disagree with each other. You and I both must remember that while each of us has a right to our own opinion, we must respect the right of others to have differing opinions. Calling someone or some idea "stupid" creates a defensive communication climate and hampers the ability of all of us to learn. Think before you criticize.
  • If anyone in class makes a comment you are uncomfortable with, please contact me immediately and first. Apologies and policy changes are best handled in the classroom.

Finally, come talk to me when you have questions, concerns, or suggestions about the class. It is less frustrating for both of us if you ask questions before the assignment is due, rather than after it has affected your performance.

 
 

Course Topic/Dates/Assignments:
WEEK1: History

LEARNING OBJECTIVES:

  • Explain and describe the basic historical foundations of adult education
  • Assess the basic concept of educational philosophies as they relate to adult education
  • Reflect on one’s beliefs related to adult education and develop a draft personal educational philosophy.

ACTIVITIES:

Read:

Elias & Merriam: 1
The Adult Learner (under DocSharing)

Watch:

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

Field Trip:

Emily Griffith

ASSESSMENTS:

Discuss & Post:

·         Field Trip – Due Thursday; other posts midnight Sunday (10 pts)

·         GI Bill Discussion – due Friday; other posts midnight Sunday (15 pts)

Research: (15 pts.)
Thesis statement, place in Dropbox in .doc or .rtf format no later than midnight Sunday. 

WEEK 2: Characteristics

LEARNING OBJECTIVES:

  • Define adult learners and typical characteristics in a learning setting
  • Distinguish andragogy as a major concept of adult learning
  • Compare and contrast barriers adult learners face in learning environments

ACTIVITIES:

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 in .doc or .rtf format no later than midnight Thursday.

ASSESSMENTS:

Discuss & Post: (10 pts.)
Field Trip – Due Thursday; other posts midnight Sunday

Research: (15 pts)
Place in Dropbox in .doc or .rtf format no later than midnight Sunday.

Group: (15 pts)
Post group’s conclusions - due midnight Saturday. Place your Group Summary in .doc or .rtf format in the Dropbox no later than midnight Sunday.

WEEK 3: Theory

LEARNING OBJECTIVES:

  • Describe the major learning theories associated with adult learning
  • Differentiate the application of the theories
  • Critically analyze the theories
  • Determine which theories parallel one’s personal philosophy

ACTIVITIES:

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

ASSESSMENTS:

Discuss & Post: (10 pts.)
Field Trip – Due Thursday; other posts midnight Sunday.

Research: (15 pts)
Journal Critique, place in Dropbox in .doc or .rtf format no later than midnight Sunday.

Group: (15 pts)
Post group’s conclusions - due midnight Saturday.
Place your Group Summary a .doc or .rtf format in the Dropbox no later than midnight Sunday.

WEEK 4: Policy

LEARNING OBJECTIVES:

  • Relate policy decisions in the success or barrier to implementation of adult education programs
  • Compare and contrast the differences between state issues
  • Extract issues specific to the learner’s stated needs
  • Determine the role policy play in supporting education and training for adults.

ACTIVITIES:

Read:
Elias & Merriam: 4
State Indicators Monograph (Download from DocSharing)
State Indicators Policy Guide (Download from DocSharing)

Field Trip:
Office of Vocational and Adult Education

ASSESSMENTS:

Discuss & Post: (10 pts.)
Field Trip – Due Thursday; other posts midnight Sunday.

Research: (15 pts)
APA reference list, place in Dropbox in .doc or .rtf format no later than midnight Sunday.

Group: (15 pts)
Post group’s conclusions - due midnight Saturday.
Place your Group Summary in .doc or .rtf format in the Dropbox no later than midnight Sunday.

WEEK 5: Providers

LEARNING OBJECTIVES:

  • Compare and contrast the various adult education providers
  • Recognize the connections between program planning, administration of programs, and funding for successful adult education programs
  • Analyze the power structures and social issues related to adult education
  • Identify ones own role within the field of adult education.

ACTIVITIES:

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

ASSESSMENTS:

Discuss & Post: (10 pts.)
Field Trip – Due Thursday; other posts midnight Sunday

Research: (15 pts.)
Introduction paragraph, place in Dropbox in .doc or .rtf format no later than midnight Sunday.

Group: (15 pts.)
Post group’s conclusions - due midnight Saturday.
Place your Group Summary in .doc or .rtf format the Dropbox no later than midnight Sunday.

WEEK 6: Society & Impact

LEARNING OBJECTIVES:

  • Evaluate adult education in the larger context of a learning society
  • Analyze the link between the lifelong learning, and adult education
  • Relate adult theories and concepts to society as a whole
  • Apply adult education philosophies to improve adult education in the US

ACTIVITIES:

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

Field Trip:
National Commission on Adult Literacy

ASSESSMENTS:

Discuss & Post: (10 pts)
Field Trip – Due Thursday; other posts midnight Sunday.

Group: (15 pts)
Post group’s conclusions - due midnight Saturday.
Place your Group Summary in .doc or .rtf format in the Dropbox no later than midnight Sunday.

WEEK 7: Global Perspectives

LEARNING OBJECTIVES:

  • Apply the concept of “knowledge society” to adult learning
  • Apply the course concepts to globalization

ACTIVITIES:

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

Write:
Personal Philosophy – place in .doc or .rtf in the Dropbox no later than midnight Saturday.

Field Trip:
UNESCO

WEEK 8: The Profession

LEARNING OBJECTIVES:

  • Analyze the profession of adult education
  • Explore various professional organizations
  • Evaluate role of the adult education professional
  • Determine ones' place within the field of adult education

ACTIVITIES:

Read:
Elias & Merriam: 8

Field Trip:
Respond to the posted question.

ASSESSMENTS:

Discuss & Post: (10 pts.)
Field Trip – due Thursday

Group: (15 pts.)Post group’s conclusions - due midnight Saturday.
Place your Group Summary in .doc or .rtf format in the Dropbox no later than midnight Sunday.

Write: (150 pts.)
Reflection Paper (Core Assessment) - due Thursday, place in .doc or .rtf in the Dropbox no later than midnight Wednesday.Final Exam:

Final Exam: (50 pts.)
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


IMPORTANT: Plagiarism can result in a failing grade on an  assignment and/or for the course.

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 .

Additional Information:
PROCTORED FINAL EXAM

Park University requires that a proctored final examination be taken by students, in person, in a proctored testing environment during the 8th week for all Online undergraduate level courses. This exam must be taken at any of the Park University sites around the country or at an alternative location (under certain circumstances). For proctored examinations, photo identification is required at the time of the test. Guidelines for selecting an acceptable proctor can be found on the Park University Website.


Students are responsible for arranging a proctor for their final exam(s). Students can access the Park University Online Proctor Request form, http://proctor.park.edu to request their proctor beginning Week 2 of the term. The deadline for proctor approvals is the Friday of Week 6. FAILURE TO DO THIS WILL RESULT IN AN "F" FOR THE COURSE.



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:8/12/2009 5:17:00 PM