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 2008 DL
Dennis, Kay S.
Chair, Adult Education Program
Ed.D., North Carolina State UniversityM.S.N., East Carolina UniversityB.S.N., University of Kentucky
Online - Beaufort, North Carolina
Flexible - online - Mon. - Sat.
252.241.9463 We'll arrange calls via email - I do not have voicemail.
Jan. 14 - Mar. 9, 2008
ED 500, ED 538
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 538. 3 cr.
Educational Philosophy: As an educator I guide and facilitate learning, using strategies that integrate the life experiences and interests of students. I strive to support learning by (1) creating an organized, positive, and interactive learning climate, (2) focusing attention, (3) clarifying performance expectations through applying Bloom’s Taxonomy, rubrics, examples, dialogue, and timely feedback, (4) inducing transfer of knowledge, (5) encouraging reflection, and (6) assessing achievement. I expect students to participate actively in a timely, courteous manner, offer their best effort, and share the responsibility for their own learning.
Learning Outcomes: Core Learning Outcomes
Each week, you will have regular learning activities:
Grading rubrics are located under the DocSharing tool.
Discussion Topics (10)
Case Study (2)
Final Exam (core Assessment)
Letter Grade Policy
Number of Points
540 - 600
539 - 480
479 - 420
419 - 360
359 - below
Late Submission of Course Materials:
Due to the accelerated nature of this course, late assignments cannot be accepted. If you have an emergency such as a death or sudden illness, it is your responsibility to contact the instructor as soon as possible (or have someone acting on your behalf do so). Technical problems, vacation, travel for work, or other events are not considered emergencies. If you reside close to a Park campus center, you may also contact them and have someone relay a message to the instructor.
Classroom Rules of Conduct:
The Instructor’s Office page contains a welcome message and information about your Instructor. You will also find contact information on this page and the preferred mode of communication with the Instructor.
If your question is related to the weekly course content, you should bring up the question in the Instructor's Office, so that all students will benefit from the reply from the Instructor.
If your question is personal, such as grades, or a personal problem, please contact your Instructor through email. Send the email using the Email tool within eCollege, but select only the Instructor from the list!
There is a Virtual Café provided for students to communicate with one another.
In the first week, you will post an introduction of yourself to the Introductions page. If you have general questions that are outside the scope of the weekly discussion topic, please post it here. You can also post other messages to your fellow students on this page. This is the preferred method for you to communicate with your fellow students.
Follow the procedures for submission of electronic assignments.
You will be required to submit them to the Instructor via the Dropbox in eCollege. This will allow the Instructor the ability to download the files and view the code for the entire project. Detailed instructions are found on the assignment directions.
Some helpful information about participation in an online classroom is found in the Netiquette section on the Help and Resources page.
At times we will discuss controversial topics and have people who disagree with each other. We 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.
Finally, talk to the Instructor when you have questions, concerns, or suggestions about the class. It is less frustrating if you ask questions before the assignment is due, rather than after it has affected your performance.
Discussion Participation: 80 points total
Graduate work is dialogic in nature and as such you will have several opportunities for dialogue with class members and the Instructor. The purpose of the weekly discussions is to ensure an environment that fosters collaborative learning through a sharing of ideas, perspectives, and experiences that inform our interpretation of the course materials and content. Each week you are required to post an initial response to the posted Discussion Thread question by Wednesday, with an additional two posts to other class members by the end of the week (Sunday 11:59 p.m. MT). If additional questions are posted by the Instructor during the course of the discussion you should respond as these are also reviewed and included as part of the overall grade. Please review the grading rubric.
Journal: 70 points total
During the term you will have reactions, ideas, and thoughts about the content we are discovering. You are asked to keep a journal of your thoughts as a means of tracking of how your thinking evolves during the course. You will make a journal entry during Weeks 1 -7 on your reactions to the course content. Grading will not be related to citations or content, but rather to your overall entry and reflection on that week’s work.
Case Study: 50 points total (team grade)
During Weeks 4 and 7 you will work in small teams, which will be randomly assigned, to write a short 1-2 page paper discussing the case study video clips (which can be located under the Course Home - see Case Study) and identify 3 critical issues as they relate to the readings from the weeks identified. The team will then explain the 3 issues through an exploration and application of specific adult learning theory or concepts from the weeks identified. Finally, the team will identify implications of theory as applied to practice. This is intended to help you apply the course concepts to the practice of adult education. Your team will also post your paper in the Case Study Discussion Thread.
Literature Review: 200 points
The purpose of this Literature Review is to provide an opportunity to explore an adult learning topic of your choice while developing the necessary skills for academic writing. You will identify a topic or thesis statement, develop 2 or 3 research questions, identify current academic literature that address and helps to inform the topic, and suggest ways the literature can inform practice. You may want to consider a topic that you are considering for your final paper in ED 629 and ED 630.
Each week you will complete a small portion of the paper so that you walk through the entire process and receive feedback that will enable you to develop a solid literature review.
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.
This paper is a formal academic paper with APA citation required. The paper length is between 8-10 pages not counting the cover sheet, reference page, and any attachments. Please review the grading rubric and the Writing Center for additional information. You should have at least 6 peer reviewed journal articles published no earlier than 2000 (unless there is an historical significance to the topic) and one web site reference for data, etc. (review the Internet Detective). No sources from Wikipedia, newspapers, or magazines, and such are acceptable.
Activities: 75 points
You will have 3 activities during the term:
#1 - Article Analysis - The purpose of this assignment is to critique a research article with guided questions to help you evaluate articles for your paper.
Read the research article titled #1 Activity in the DocSharing section.
Respond to the questions on page 8 of Galvan, # 1 A – E in a short 1-page summary.
Place your paper with your responses in the Dropbox by Saturday midnight of Week 1.
Revise as needed and submit your draft via the Dropbox by midnight Sunday of Week 6.
#3 - Literature Review Summary - Condense your paper into a 600 word maximum summary and post in the Week 8 Lit Review Summary thread. Be sure to include: topic, research questions, literature you reviewed, a summary of salient points, and your suggestions to inform practice.
Merriam, Caffarella, & Baumgartner = MCB
Activity & Assignment Due Dates
Week 1: Introduction to Adult Learning
MCB: Ch 1 -3
Galvan: Ch 1 - 3
Discussion: Wednesday first post
Activity # 1 - Galvan page 9; #1 A - E: Saturday (Dropbox)
Paper Topic: Sunday
Week 2: Older Adults & Aging
MCB: Ch 12 & 14
Galvan: 4, 5, & 6
Research Questions: Sunday (Dropbox)
Week 3: Cognition
MCB: Ch 13 & 15
Ryan & Deci (Doc Sharing)
Discussion: Wednesday first post
Detailed Outline: Sunday (Dropbox)
Week 4: Adult Learning Theory
MCB: Ch 4 & 11
Galvan: 7 & 8
Discussion: Wednesday first post
Case Study: Saturday (Dropbox)
Introduction Section: Sunday (Dropbox)
Week 5: Adult Learning Theory
MCB: Ch 5 & 6
Galvan: 9 & 11
Work on paper
Week 6: Adult Learning Theory
MCB: Ch 7 & 8
Activity # 2 – Paper
Submit Draft Sunday (Dropbox)
Week 7: Adult Learning Theory
MCB: Ch 9 & 10
Activity # 2 – Incubation/Rewrite; Reflection on process
Week 8: Reflections
MCB: Ch 16
Activity # 3 – Paper Summary Post: Wednesday
Literature Review: Thursday (Dropbox)
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2007-2008 Graduate Catalog Page 24-26
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 2007-2008 Graduate Catalog Page 24-26
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 in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28
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 .
Last Updated:1/10/2008 8:31:43 PM