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ED 500 Foundations of Adult Education
Dailey-Hebert, Amber


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 2010 DL

Faculty

Dailey-Hebert, Amber

Title

Associate Professor of Adult Education

Degrees/Certificates

PhD, Cornell University
M.S. Texas A&M University
B.S. Texas A&M University

Office Location

Virtual

Office Hours

Monday (2:30pm - 3:30pm)

Daytime Phone

816-584-6339

E-Mail

adailey@park.edu

Semester Dates

F1P 2010

Class Days

TBA

Class Time

Online

Prerequisites

None

Credit Hours

3


Textbook:

Required:

Title:  Philosophical Foundations of Adult Education

Author:  J.L. Elias & S.B. Merriam

Publisher:  Krieger

ISBN: 1-57524-254-0

___________________________________________________________________
 
Title:  Publication Manual of the American Psychological Association 6th ed.

Author:  American Psychological Association

Publisher:  American Psychological Association

ISBN: 1-55798-810-2

Textbooks can be purchased through the MBS bookstore

Additional Resources:

Weekly readings in DocSharing
 
Real Player

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:

Each assignment is allocated points based upon the academic quality and thoroughness of the assignment, which are then added together to obtain the final letter grade. To assist you in meeting the expected grading criteria for assignments, grading rubrics are posted for all assignments including participation under the Course Home. Please pay attention to the rubrics as all the quantitative grading criteria is provided.

   OVERVIEW OF THE COURSE LEARNING ACTIVITIES
Each week you will have regular learning activities:

ReadingsTextbook, articles, and other readings as assigned during the term

Lectures –
PowerPoint presentations and text based lectures  

Field Trips - Weekly visits to websites that provide services to adult learners

Web sites – Posted web sites during the term in the Field Trip area and in discussion threads

Video - The G.I. Bill
 
 

ASSESSMENT OF COURSE OBJECTIVES

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.     Please note if the instructor posts additional questions you are to respond as they will be included in your total points;

5.     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: 25 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.

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.

Journal Critique: 100 points

As a learner, facilitator, and/or practitioner, it is essential that you become aware of your discipline and the current issues and trends in adult education and training. One of the better methods of accomplishing this is through a review of the current literature in academic journals (academic journals are refereed and often report out on research or new theory).  You must locate a current (2005 - today) peer reviewed research article from a journal and critique the article as a viable research resource. You will write a five – six page critique using APA format (critique can mean strengths as well as weaknesses) and post in the Dropbox no later than midnight Saturday of Week 4. DO NOT REPEAT the article. Critique the article using the following guiding questions:

1. Identify the purpose of the article.

2. Identify the author(s) and resource information.

3. If a research article is it qualitative or quantitative?

4. If a research article what is/are the research question(s)?

5. If a research article what are the weakness and strengths of the research methods?

6. How big is the sampling?

7. What biases are evident in the questions, research methodology, or findings?

8. What are the findings of the article?

9. What are the weakness and strengths of the article?

10. How does the article apply to adult education?

11. What questions do have concerning the research?

12. And other items you determine relevant.

Requirements:

1.     Read your selected article;

2.     Use the Grading Rubric;

3.     Write a critique of No more than six pages;

4.     Upload a copy of your paper in Word or .rtf in the Dropbox by Saturday midnight of Week 4.

An excellent resource for the program and upcoming research papers:

Galvan, J.L. (2004). Writing literature reviews: A guide for students of the social and behavioral sciences. Glendale, CA: Pyrczak.

Adult Education: Reflections, Applications, and PhilosophyPaper: 175 points - CORE ASSESSMENT

The goal of this 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, philosophies, applications of ideas, 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 own learning experiences, but the environments and contexts in which your learning has occurred and how you perceive yourself as an adult educator/professional. Make sure you define terms for the reader – assume the reader has no knowledge of adult education and training. 

As part of this paper include your own adult education philosophy. Explain the context of your philosophy:

·        Your background

·        Explain how you came to your educational philosophy

·        Defines your critical issues

·        Applies aspects of current philosophies of adult education that work into your philosophy

·        Tie together your philosophy into the practice of adult education and insights that link to the profession of adult education

·        Consider the strengths and weaknesses of your philosophy

This is not a recounting of your story, rather a critical reflection of your learning journey 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; there is a vast amount of material and as such there is an expectation that you will have citations from the course materials.  

The paper length will depend on your insights, but to accomplish the reflection adequately it should be at a minimum twelve pages (exclusive of your cover sheet and reference list), APA, 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.     Please title your paper Adult Education: Reflections, Applications, and Philosophy Paper;

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

Final Exam: 65 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:

 

GRADING

 

Assignment

Points Value

GI Bill

25

Field Trips

80

Group Philosophy

105

Journal Critique

100

Adult Education: Reflections, Applications, and Philosophy

175

Final

65

TOTAL

550

 

LETTER GRADING 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

  

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.

Late Submission of Course Materials:

Any missing activity will be considered an "F". In exceptional circumstances, an "I" (incomplete) may be given; expectations for completion will be agreed upon with the instructor before the end of the semester. In fairness to those who complete the work on time no late assignments will be accepted.
 
  

SUBMISSION OF LATE WORK

It is unfair to other students to allow some individuals to submit assignments after the scheduled due date. The following is a list of valid reasons for submitting late work:

  • A medical emergency or a serious acute illness. Requires a note on letterhead by an M.D., D.O., P.A., or R.N.  Normally notes from other health professionals (e.g., Ph.D., MSW, D.C., Physical Therapist) are not accepted because their professional functions rarely involve medical emergencies or acute illnesses. Late work will be accepted from students who can provide evidence of a verified medical emergency (but not acute illness) involving a child, spouse, parent, sibling, or grandparent.
  • An Accident or Police Emergency (e.g., assault on student, student taken hostage, detained witness of a crime).  Requires an accident report or note on letterhead from an appropriate law enforcement officer.
  • Unforeseen Jury or Witness Duty. Requires a letterhead from a judge or attorney.
  • Unforeseen Military Deployment or Activation. Requires a note on official letterhead from your commanding officer.
  • Funerals for Immediate Family Member (e.g., parents, siblings, grandparents, aunts/uncles, first cousins). Requires a copy of the obituary or a note from a minister or funeral director.

INCOMPLETE POLICY 

Click here to view Park Universities Incomplete Policy


UNIVERSITY ATTENDANCE POLICY:

Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

1.     The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

2.     Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

3.     In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".

4.     A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

5.     Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

6.     Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

NOTE: An attendance report of “P” (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Classroom Rules of Conduct:
All Park University polices relating to Student Code of Conduct issues will be followed.

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

2

Overview: Characteristics

Read:

·        Elias & Merriam: 2

·        Low Income(download from DocSharing)

·        The Adult Learning Gap (download from DocSharing)

·        UNESCO – Introduction Section (Download from DocSharing)

 

 Field Trip:

·        Center for Lifelong Learning

·        Subscribe to the Newsletter

 

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.

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

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)

·        UNESCO – Sub report: National Report on Adult Basic Education and Literacy (Download from DocSharing)

 Field Trip:

Discuss & Post:

·        Field Trip – Due Thursday; other posts midnight Sunday

Journal Critique:

·        Write Journal Critique as a.doc or .rtf format and place in Dropbox no later than midnight Saturday

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)
  • Higher Education for Older Adults (Download from DocSharing)
  • UNESCO – Sub report – National Assessment of Vocational Education (Download from DocSharing)

Field Trip:

·        Open University

·        Tribal Colleges

·        Granite State College

·        Wooden Boat School

·        Outward Bound

Watch:

·        Back to School video clip

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 the Dropbox no later than midnight Sunday.

6

Society & Impact

Read:  

  • Elias & Merriam: 6
  • The Path of Many Journeys (Download from DocSharing)
  • UNESCO – Sub report – Education for Adult English Language Learners in the US (Download from DocSharing)

Field Trip:

·        National Commission on Adult Literacy

·        TRIO

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)
  • Christopher-Dunn (Download from DocSharing)

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
  • Spellings Report (Download from DocSharing)

Field Trip:

Write:

  • Adult Education: Reflections, Applications, and Philosophy paper - due Wednesday, placeas 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 2010-2011 Graduate Catalog Page 20

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 2010-2011 Graduate Catalog Page 20


Attendance Policy:

Instructors 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 2010-2011 Graduate Catalog Page 24

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:7/30/2010 9:35:18 PM