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 2011 DL
Dennis, Kay S.
Ed.D., M.S.N., B.S.N.
10 January - 6 March, 2011
ED 500, 516, 538
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)
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.
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
4. Encouraging reflection
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.
Class Participation (8 wks.)
Journal Entries (7 wks.)
Case Studies (2 wks.)
Paper #1 – Critique
Paper #2 – Draft
Paper #3 – Summary
TOTAL FOR COURSE
Letter Grade Policy
Late Submission of Course Materials: Class Week; Deadlines. A class week runs from Monday 12:01 a.m. to the following Sunday at midnight. 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: Communications
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 use telephone or email.
4. The Virtual Café enables students to communicate with one another on side issues of interest to them. The Instructor does not use the café.
5. Introductions are an important aspect of an online class. During the first week, please post an introduction of yourself. Become acquainted with your classmates on this page.
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.
Course Topic/Dates/Assignments: Course Topic/Dates/Assignments
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 the Concieciao 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.
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.
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 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
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 .
Last Updated:1/8/2011 2:21:54 PM