ED538 Adult Development

for S2P 2010

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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


ED 538 Adult Development


S2P 2010 DL


Dailey-Hebert, Amber


Associate Professor of Education, Director of CETL


Ph.D. Education - Cornell University
M.S. Education - Texas A&M University
B.S. Leadership Development - Texas A&M University

Office Location

Virtual Office

Office Hours

Monday 2-3pm CST

Daytime Phone




Semester Dates

Spring 2, 2010

Class Days


Class Time



ED 500

Credit Hours



No required texts - all readings can be found online

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:
ED538 Adult Development: The course will provide learners with information addressing development across adulthood, from age eighteen (18) through old age, and examine the ways in which adults change or develop in both shared and individual ways. The course examines adult behavior, life style, crises in adult development, as well as cognitive, personality. And intellectual changes that occur with aging. This knowledge base will assist learners in their reflections regarding growth and development that occur in the live of their adult learners. Prerequisite: ED500

Educational Philosophy:

In all graduate level courses, I wish to emphasize the following components: research, reflection & synthesis, practitioner context, and informed practice, to create a learning environment that promotes each area.  You will find many of the activities in the course are designed in a manner that promotes application of the course materials to your context of practice.  The course structure and design is meant to serve as a framework that provides a baseline of activity and application for all learners to achieve a level of knowledge and mastery in the course topic.    

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate an understanding and application of learner accommodations and teaching strategies based on the following perspectives: biological, psychological, sociological, cognitive, moral, spiritual, and gender differences;
  2. Explore the implications of changes in biological/cognitive process for adult learners and identify approaches for accommodating such changes in adult learning contexts;
  3. Identify the learning needs of older adults and synthesize research, theory, and practices to create learning solutions;
  4. Examine the sociological impact of adult development in the current context of adult learners and describe, in a reflective paper, how you believe that might be different five years from now;
  5. Apply an understanding of the importance of life span and aging issues as they relate to one's personal and professional life, through case study review and contextual application of current theory research and practice.

Core Assessment:

Class Assessment:

  • Exchange (70 points)
    During Weeks 1-7, students will complete an Exchange of ideas, resources, and insight.  The Exchange assignment will change weekly and include case study analysis, reflection, debate, groupwork, and discussion.  Students will receive 10 points each week (during weeks 1-7) for completing the Exchange assignment by the designated due dates.  If a student fails to complete these items, no points will be awarded. Since teaching and learning are best done in a social context (not a spectator sport) all students should participate in thoughtful discussion online and are expected to post regularly throughout the discussion (one post that shares your ideas will not suffice as “discussion”).  I expect: 1) graduate level work, 2) for you to be fully engaged in the discussion with multiple posts, 3) multiple resources/websites to be shared with one another, and 4) multiple references to cited work.  

    This opportunity to exchange concepts, thoughts, and ideas will provide various perspectives on class material and will enable you to learn from the expertise and life experiences of others as well.  You will most likely have expertise in a specific area(s) of the course and will hopefully share that expertise with your peers.  The quality of your experience will be directly related to your level of motivation and your commitment to review and respond to others' ideas
    . (See EXCHANGE GRADING RUBRIC in "Doc Sharing" of the course menu - grey menu buttons at the top of the screen).
  • Mastery Assignment (70 points)
    Each week (weeks 1-7), you will complete a set of review questions - worth 10 points weekly.  These questions will revisit key concepts covered during the week and will emphasize important areas for mastery.  Students will have opportunity to complete the questions until they master the assignment.  Therefore, you should gain full credit for this weekly assignment if completed by the assigned due date.  The highest score received on each quiz will be recorded for your final grade.

    Weekly Annotations
    (70 points)
    In Week 3 and Week 7 you will submit your weekly annotations as an attached word doc. to the digital dropbox.  The Week 3 submission will provide instructor feedback to 3 of your annotations to ensure proper formatting, etc. and the Week 7 submission will count as your final grade with 7 complete annotations (each annotation worth 10 pts.).  It is recommended that you create an annotation each week based on the topic in our course each week, and that you compile all 7 annotations to create one annotated bibliography.  The resources utilized for the annotated bibliography (weekly annotations) must come from scholarly work (i.e. publishing texts/books, peer-reviewed journals, and/or scholarly articles).  Please ensure that you have reviewed all elements of the “APA Basics” lecture of the course and see
     this site for a definition of and samples of annotated bibliographies and assignment expectations. 
  • Final Project: Concepts in Context (90 points)
    Throughout each week of the course, you will review concepts, research and application of adult development.  These weekly assignments are to help guide you through the process of applying theory in your own contextual teaching/learning environment...to make the material applicable to YOU and YOUR education of adult learners.  This Final Project: Concepts in Context can serve as a useful tool to utilize when teaching adult learners in new environments and/or when your learner's demographics begin to shift.  The project is a tool you can use throughout your career of educating adults. 

    The Final Project: Concepts in Context will be due in Week 8. This project is intended to synthesize all of the information gained in the course, as you reflect upon how you will apply principles of adult development to improve your own instruction of adult learners.  (See GRADING RUBRIC for the Final Project in the "Doc Sharing" tab of the course.


Grading Policy
All grades are determined based on student work submitted in accordance with assignment expectations described above.  Al
l assignments must be completed in full satisfaction, meeting each requirement of the designated and corresponding rubrics. 
The following point scale is outline below: 
        Exchange Assignments:     70 points
        Mastery Assignments:        70 points 
        Weekly Annotations           70 points
        Final Project/Exam:          90 points
Total –  300 points 

Late Submission of Course Materials:
No late work is accepted.

Course Topic/Dates/Assignments:

Timeframe Readings Due Wednesday Due Saturday Due Sunday
Week 1

A Preface: The Adult Learner

3, 5

Online Readings -

The Role of Aging in Adult Learning: Implications for Instructors in Higher Education by David Crawford

Theorizing Adult Development by Carolyn Clark and Rosemary Caffarella

Boomers, Gen-Xer's, and Millenials: Understandingn the New Student by Diana Ellinger

Complete Personal Introduction

Begin Exchange Assignment


Complete Mastery Assignment 


Complete Weekly Annotations 

Complete Exchange Assignment




Week 2

Exploring Biological Perspectives in Adult Education

1, 2, 3, 5

Online Readings -

Our Complex Human Body: Biological Development Explored by Vivian Mott

Begin Exchange Assignment Complete Mastery Assignment 


Complete Weekly Annotations

Complete Exchange Assignment

Week 3

The Brain, Memory and Cognition

1, 2, 3


Online Readings -  

Hyperlink to the readings found in the Week 3 Unit Homepage

Begin Exchange Assignment Complete Mastery Assignment 


Submit Week 1-3 Annotations to Digital Dropbox

Complete Exchange Assignment 

Week 4

Exploring Social and Cultural Perspectives in Adult Education

1, 4, 5, 6


Online Readings -

Researching Adult Learners' Lives by Lancaster Literacy Research Center

Racial and Ethnic Identity and Development by Alicia Fedelina Chavez and Florence Guido-DiBrito

Begin Exchange Assignment

Complete Mid-Term Evaluation 


Complete Mastery Assignment 


Complete Weekly Annotations

Complete Exchange Assignment 


Week 5

Exploring Psychological Perspectives in Adult Education

1, 4, 6

Online Readings -


* NOTE: Those contracting for an "A" or "B", the annotated bibliography is due by midnight Sunday, CST of Week 5

Begin Exchange Assignment Complete Mastery Assignment 


Complete Weekly Annotations

Complete Exchange Assignment

Week 6

Gender Differences

1, 4, 6

Online Guest Panel

Audio is located in Week 6 Lecture


Begin Exchange Assignment


Complete Mastery Assignment 


Complete Weekly Annotations

Complete Exchange Assignment 

Week 7

Ethics and the Spiritual Perspective

1, 4, 6

Online Readings -

Spirituality in Adult and Higher Education by Elizabeth J. Tisdell

Adult Moral Development, Experience and Education by Sheryl Armon

Begin Exchange Assignment

Complete Mastery Assignment 


Submit Week 1-7 Annotations to Digital Dropbox

Complete Exchange Assignment

Week 8

Synthesis and Reflection

4, 6

 Online Readings -

Development and Learning: Themes and Conclusions
by Rosemary S. Caffarella & M. Carolyn Clark
Submit your Synthesis  in the discussion area Complete Mastery Assignment 


The Final Exam: Contextual Checklist is due by Sunday CST of 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 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 .


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Last Updated:2/24/2010 12:20:58 PM