School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 554 Adult Education Learning Theory
S1P 2010 DL
Dennis, Kay S.
Assistant Professor of Education
Ed.D. in Adult and Higher EducationM.S.N. (Nursing)B.S.N. (Nursing
Online anytime; telephone daily but as arranged by email
Jan. 11 - Mar. 7, 2010
ED500, ED516, ED538
1. Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences (4th ed.). Author: Jose Galvan. Pyrczak Publishing (2009)
2. Learning in Adulthood: A Comprehensive Guide (3rd ed.). Authors: Sharan Merriam, Rosemary Caffarella, and Lisa Baumgartner. Jossey-Bass (2006)
3. Recommended: Publication Manual of the American Psychological Association (5th or 6th ed.). American Psychological Association (2001; Dec. 2009).
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources 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 firstname.lastname@example.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.
This course will provide advanced study of adult learning, theory, philosophical foundations of adult education, and research relating to specific issues and approaches for facilitating adult education. In addition, the course will examine the role and characteristics of the adult learner in the 21st century. Prerequisites: ED 500, ED 516, ED 538.
Educational Philosophy. Students achieve optimal success when they participate actively in a timely manner, consistently apply their best effort, and share the responsibility for their own learning. As an educator I will guide, facilitate and support your learning by:
1. Creating an organized, positive, and interactive learning climate
2. Focusing your attention on important aspects of the course
3. Clarifying performance expectations
Learning Outcomes: Core Learning Outcomes
1. Mini-paper assignment in Week 1, as a diagnostic tool to improve your academic writing.
2. Discussions weekly, as detailed elsewhere in this Syllabus.
3. Case Studies (Weeks 4 & 7) to apply theories and analyze the implications of theory in practice.
4. Journal (Weeks 1-7) as reflection on course content and your own learning.
5. Short Papers to facilitate completing a high quality literature review.
6. Literature Review, with weekly progress and feedback.
7. Proctored Final Examination/Core Assessment, as required by the School for Education.
IMPORTANT: All papers should adhere to the following style guidelines:
Letter Grade Policy
540 - 600
539 - 480
479 - 420
419 - 360
0 - 359
Late Submission of Course Materials:
Class Week; Deadlines. A class week runs from Monday 12:01 a.m. to the following Sunday at midnight MT (eCollege HQ time). The term begins on Monday. All assignments are to be submitted by midnight of the due date. Due to the accelerated nature of this course, late assignments cannot be accepted except under extreme circumstances and with prior approval from the Instructor. If you have a true emergency such as a death or sudden illness, it is your responsibility to make contact with me as soon as possible (or have someone acting on your behalf do so). Vacation, travel for work, or other events are not considered emergencies. Exception: Issues related to a military deployment.
Classroom Rules of Conduct:
Classroom Rules of Conduct
1. The Announcement feature of eCollege is an important line of communication during the course. You are responsible for reading every Announcement, and for contacting me if you have questions. If any changes in assignments occur, you will be notified via Announcement.
2. Contact with your Instructor. The Instructor’s Office page contains a welcome message and contact information about Dr. Dennis, your Instructor. If you have a question on the weekly course content, please use the Office, so that all students can benefit. However, all students can see this area, so if your issue is personal, please contact me by telephone or email. Send the email using the Email tool within eCollege, but select only the Instructor from the list! IMPORTANT: When sending email, be sure to include your name and ED554 on the subject line, as I teach multiple classes.
4. The Virtual Café enables students to communicate with one another on side issues of interest to them. The Instructor does not frequent the café.
5. Introductions are an important aspect of an online class. During the first week, please post an introduction of yourself. You may also post other messages to your fellow students on this page, but they may not necessarily see your post.
Participation in the Online Learning Environment
1. The Netiquette section on the Help and Resources page offers some helpful information about participation in an online class. At times we may disagree with one other. Let’s do so agreeably, bearing in mind that each of us has a right to our own opinion.
2. Contact me promptly if, after reading all the information in the eCollege course, you have any questions, concerns, or suggestions about this course. It is best to ask questions before an assignment is due, rather than after your grade has been posted.
3. IMPORTANT: Academic writing is a matter of skilled habit. All of your text communications should be written in a professional style, free of slang and jargon. To receive the participation grade you desire, be sure to proofread your messages. The discussion threads in this course are not editable.
Mini-paper. Adult education professionals are expected to demonstrate strong academic writing skills. This type of writing differs substantially from technical writing, email, text messaging, and the typical spoken conversation. You may write extremely well at this point; if so, this assignment can confirm that. However, in the interest of your success in this writing-intensive course, during Week 1 you are asked to demonstrate your writing skill and critical thinking by presenting a coherent picture of the topic you will use for your literature review. Clear thinking, attention to detail, and critical analysis are important. This assignment may reveal deficiencies related to grammar, spelling, subject/verb agreement, punctuation, proofreading, use of correction citation style, and such. If you receive feedback indicating shortcomings in your writing, you are advised to remediate such deficiencies promptly, as all grading in this course includes points for style. Resources available to you include Park University’s Writing Center at http://www.park.edu/support/. SmartThinking tutorial help is available to graduate students on a paying basis.
Class Participation. Graduate work is enriched through dialogue; in this course you will have numerous opportunities to exchange ideas with your classmates and Instructor. The purpose of our weekly discussions is to foster collaborative learning through a sharing of perspectives, ideas, and experiences that inform our interpretation of the course materials and content. You are expected to read all discussion posts. Each week please post your initial response by Wednesday. This post (2-3 paragraphs) must include at least 2 salient points from the week’s materials to support your comments. Paraphrase. Do not quote verbatim. Include a brief citation of the source. Enter at least 2 more posts to the discussion by midnight Sunday. If supplemental questions are added by the Instructor during the course of the discussion, you should respond to them as appropriate.
Article Critique. The purpose of this Week 1 assignment is to help you evaluate material for your paper. After reading an article posted under DocSharing, you will respond to several questions.
Draft version of your literature review. For Week 6 you will compose, incubate, and revise a strong draft of your Literature Review. As an addendum, include a very brief reflection of your thoughts and reactions during the incubation/ rewriting process. You will find this sequence to be remarkably helpful in producing a quality paper. Papers will be returned in time for additional revision before you submit the final version.
Summary of Literature Review - Develop a 600 word summary and post in the designated Week 8 discussion thread. The purpose of this assignment is to practice the important skill of being precise yet concise. Be sure to include your topic, research questions, literature you reviewed, key points, and suggestions to inform the practice of adult education.
Case Studies. This activity is intended to help you strengthen your writing as you apply the course concepts to the practice of adult education. During Weeks 4 and 7, you will write a 2-page paper on a case study (located under Course Home - see Case Study). Video clips from Real Women Have Curves and The Business of Fancy Dancing will provide your source material. Your task is to identify 3 critical issues as they relate to the week, and explain these issues by applying specific adult learning theory or concepts. Then identify the implications of theory put into practice. Post your paper as a Word attachment to the designated Discussion Thread by midnight Friday. This will enable a comparison of insights gained. Also submit your paper via the Dropbox for grading.
Literature Review. The purpose of the Literature Review is to explore an adult learning topic of your choice while developing the necessary skills for academic writing, specifically action research. You are encouraged to choose a topic for this assignment that you will use for ED 629, in which you write the first 3 chapters of a research proposal, and ED 630, in which you conduct the research and write chapters 4 and 5. Typically in a thesis or research project, the literature review comprises chapter 2. The final version of your Literature Review is due Week 8.
1. Isolate a sufficiently narrowed topic and discuss with the Instructor.
2. Articulate up to 3 research questions.
3. Locate, evaluate, and select your scholarly resources carefully.
4. Use and correctly cite current academic literature that provides the essence of your review.
5. Identify inconsistencies, duplications, and gaps in the literature, and any new questions that now emerge.
6. Suggest ways in which the literature reviewed can inform the practice of adult education.
1. IMPORTANT: Due to the brevity of the term, it is essential that you select a topic and keep it. In an 8-week term there is not enough time to alter your decision and start anew with a different topic.
3. Here is a sample topic or thesis statement: Tribal colleges serve as a positive means to self-determination for Native American adult learners. In researching this topic one might review tribal colleges, self-determination, barriers to adult learning, and adult learning theory as it relates to cultural influences on success to marginalized populations. These terms are known as keywords in the library research arena.
4. Depending upon when you completed ED516, Introduction to Research, you may need to review the material from that course as you will be expected to apply it in ED 554.
5. If your outlining skills are rusty, you are advised to remediate yourself promptly prior to completing the outline assignment. During this course you will construct a detailed outline, to be followed carefully in subsequent papers.
6. If you have not conducted a recent library search for scholarly material such as peer-reviewed journal articles, or if you have not scrutinized scholarly works recently, you should update your library skills and read several research studies. It will help you to see how other researchers frame their research questions and/or hypotheses. If you set about writing these assignments uninformed, you may have serious difficulty writing at graduate level.
7. Have in mind specific criteria by which you evaluate what you read. For example: Is the author identified and credentials noted? When was the material published/updated? These are only 2 dimensions to assess; numerous resources are available online to guide you in evaluating resources. You will be asked to discuss your methods for search and evaluation.
8. A literature review is a formal academic paper with APA citation required. You will construct your review incrementally and received feedback weekly. Your review should include 6-20 peer reviewed journal articles published within the past 5 years (unless an item holds some special historical value). You may use unpublished research if it is well documented (for example, it is found in Dissertation Abstracts). Use websites very selectively. Wikipedia, newspaper, or magazine sources, About.com, and such are not acceptable resources. You may use APA 5th edition (2001) or 6th (2009) edition.
9. Please review all material posted under the Writing Center section of this course. Additional resources can be found in the Webliography section of this course.
Assignment Due Dates
Introduction to Adult Learning
MCB Ch. 1-3
Galvan Ch. 1-3
Discussion: First post Wednesday
Paper # 1 - Galvan p. 8; #1 A - E: Sunday (Dropbox)
Mini-paper: Sunday (Dropbox)
Journal: Sunday (Dropbox)
Paper Topic: Sunday (Dropbox)
Older Adults & Aging
MCB Ch. 12 & 14
Galvan Ch. 4-6
Discussion: First post Wednesday
Journal: Sunday (Dropbox)
Research Question(s): Sunday (Dropbox)
MCB Ch. 13 & 15
Galvan Ch. 10
Ryan & Deci (Doc Sharing)
Detailed Outline: Sunday (Dropbox)
Adult Learning Theory
MCB Ch. 4 & 11
Galvan Ch. 7-8
Case Study: Sunday (Dropbox)
Introduction Section: Sunday (Dropbox)
MCB Ch. 5-6
Galvan Ch. 9 & 11
Work on paper
MCB Ch. 7-8
Galvan Ch. 12
Paper # 2 – Sunday (Dropbox)
Journal: Sunday (Dropbox)
MCB Ch. 9-10
Galvan Ch. 13 & 14
Discussion: First post Wednesday
Incubate, Rewrite and Reflect
MCB Ch. 16
Paper # 3 – Summary Post: Wednesday
Literature Review: Thursday (Dropbox)
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 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
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 .
1. Mini-paper. Quality Standards for Academic Writing (25 pts.)
The controlling idea not only is clear but also is particularly thoughtful or imaginative.
Paper seems to the reader to be a full discussion. It makes use of material from the class readings as well as ideas, experiences, or information supplied by the writer. All the material is integrated smoothly and supports the paper's focus persuasively. The writer seems to be a thoughtful, critical reader of the material with a genuine personal "voice."
Paper iseasy to follow; its structure seems effortless because of smooth transitions and a convincing rhetorical pattern.
Reads exceptionally smoothly. The reader notices no errors in grammar, usage, punctuation, or spelling.
Focus is clear and sustained throughout; but perhaps not so original.
Paper incorporates source material appropriately in terms of content, and smoothly in terms of style. Personal ideas and experiences are added. The focus is clearly supported.
Paper employs clear paragraphing and a logical sequencing of concepts addressed.
May contain an occasional problem in sentence structure or diction, but the reader is never seriously distracted.
Competent; the focus is clear but it seems commonplace or conventional.
Paper makes some use of the supplied readings and other material in support of its focus, though this use may not always be relevant. The sources perhaps are not discussed critically.
Paper generally is easy to follow, with reasonable paragraphing, though discussion may wander briefly.
Frequent mechanical problems distract reader temporarily, but one can always understand what the writer means.
Paper lacks focus.
Paper does not provide coherent support for the focus, makes no use of the sources, or makes frequent use of direct quotations (copying verbatim) without any introductory and concluding perspective, interpretation, application, etc. of this material.
Difficult to follow, either because the sequencing is not logical, or because it is repetitive, or because the paragraphing is not helpful.
Paper has severe problems with sentence structure or word choice, such that the meaning is difficult or impossible to understand.
2. Discussion (10 pts. x 8 wks.)
Discussion entries are clear, relevant and insightful. They exceed a basic response to the question. They provide a critical examination of the issue and/or stimulate critical thinking. Entries show a strong mastery of the content and promote ongoing dialogue. Writing follows professional and APA style guidelines.
9 - 10
Discussion is clear and relevant. Entries convey basic information and show strong content knowledge yet would benefit from use of critical analysis and insight; they should expand on the reasoning and logic. Minor errors in writing style or APA.
7 – 8
Discussion addresses main points yet lacks elaboration. Entries provide minimal information; they lack justification, support and additional content. Writing needs significant improvement to adhere to professional guidelines.
4 – 6
Discussion is vague, irrelevant or off-topic. Entries are late or missing, or they fail to encourage continued dialogue. Writing does not utilize professional or APA style guidelines.
0 - 3
3. Short papers
1. Article Critique
1) Fully responds to Galvan text, p. 8, question 1, A–E.
2) Demonstrates a critical analysis of the assigned article.
3) Concludes with brief reflection on the assignment.
4) Contains > 5 mechanical errors (APA, format, spelling, punctuation, grammar, etc.).
5) Per day for late submission.
GRADE FOR ASSIGNMENT
2. Draft of
1) Literature review as written resembles the outline submitted.
2) Written logically, with effective introduction, good flow, appropriate transitions, summary.
3) Contains > 5 mechanical errors (APA, format, spelling, grammar, punctuation, etc.).
4) Per day for late submission.
3. Lit Review Summary
1) Includes the topic, research question(s), and literature reviewed.
2) Includes a summary of salient points.
3) Offers suggestions to inform practice.
4) Contains > 5 mechanical errors (APA, format, spelling, punctuation, grammar, etc.), or exceeds 600 word limit.
4. Case study (2 @ 25 pts.)
Three critical issues related to Wk. 4 (or 7)
Linkage of issues to Adult Education theory / concepts
Implications of theory as applied in practice
Mechanical errors in excess
5. Literature Review (150 pts.)
1- Opening statement draws the reader in
2- Writer creates context; supplies background on importance of topic
3- Paper flows so that the research questions emerge clearly
4- Writer explicates the research question(s) to be investigated
5- Explains layout of the review
6- Identifies the literature to be presented, and explains its relevance
7- Relates the literature to adult learning practice
8- Relates the literature to adult learning theory
9- Discusses & explores each resource in the context of the topic and research questions; analyzes how it contributes to knowledge about the topic and the research questions
10- Examines instances of conflicting information and/or views
11- Highlights and explains 3 significant new insights from the review
12- Makes recommendations on how new insights/learning from the literature review can enhance the field of adult education
13- Concludes the review with a tight, final 1-2 paragraphs that link the concepts and ideas
14- Quality of references (includes a minimum of 6 refereed journal articles, all published within past 5 years)
15- References include 1-3 Internet citations
MECHANICS: Includes all required sections: cover sheet, introduction, literature review, recommendations, conclusions, and reference APA; punctuation; spelling; grammar; use of subsections; logical progression; effective transitions and flow. Avoidance of excessive direct quotes.
Per day late
Last Updated:12/8/2009 2:23:02 PM