Syllabus Entrance
Printer Friendly
Email Syllabus

ED 500 Foundations of Adult Education
Dennis, Kay S.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

S1P 2012 DL

Faculty

Dennis, Kay S.

Title

Assistant Professor

Degrees/Certificates

Ed.D.
M.S.N.
B.S.N.

Office Location

ONLINE

Office Hours

Weekdays 10-2:00; other times as arranged

E-Mail

kay.dennis@park.edu

Semester Dates

Jan. 17 - Mar. 11, 2012

Class Days

---

Class Time

---

Prerequisites

None

Credit Hours

3


Textbook:
   

  1. Philosophical Foundations of Adult Education.
    Author:
    J.L. Elias & S.B. Merriam Publisher: Krieger ISBN: 1-57524-254-0
  2. Publication Manual of the American Psychological Association 6th ed. Author/ Publisher: American Psychological Association

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:

The course will provide a historical perspective of adult education theory, philosophy, and practice, and will examine the role of the adult educator in the 21st century. Additionally, the course will investigate andragogy and various adult learning and teaching theories.

Educational Philosophy:
I believe that 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

3- Clarifying performance expectations

4- Encouraging reflection

5- Assessing and acknowledging your achievements
 

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:
Assessment measures will include weekly discussions, group assignments, a journal article critique, reflection, and final examination.

Grading:
 

Assignment

Points Value

GI Bill discussion (1)

 25

Field Trips (8)

 80

Group Philosophy (7)

105

Journal Critique (1)

100

Adult Education: Reflections, Applications, and Philosophy (1)

175

Final Examination

 65

TOTAL

550

 

Letter

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

Late Submission of Course Materials:
Late submissions will not receive full credit except in emergency situations and with the instructor's PRIOR approval. After 5 days beyond due date, an assignment will not be accepted.

Classroom Rules of Conduct:
Some helpful information about participation in an online classroom is found in the Netiquette section on the Help and Resources page and the Course Home page.

Additionally, at times we will discuss controversial topics and have people who disagree with each other. Remember that while each of us has a right to our own opinion, we must respect the right of others to differ. Calling someone’s idea "stupid" creates a defensive communication climate and hampers the ability of all of us to learn. Think before you criticize, and then support your contentions.

If anyone in class makes a comment you are uncomfortable with, please contact me immediately and first. Apologies and policy changes are best handled in the classroom.

Finally, please contact me when you have questions, concerns, or suggestions about the class. It is less frustrating for both of us if you ask questions before the assignment is due, rather than after it has affected your performance.
 

Course Topic/Dates/Assignments:
 

WEEK

OBJECTIVES

TASKS

ASSESSMENTS AND DUE DATES

Wk. 1   History

•Explain and describe the basic historical foundations of adult education

•Assess the basic concept of educational philosophies as they relate to adult education

•Reflect on one’s beliefs related to adult education and develop a draft personal educational philosophy.

Read: Elias & Merriam ch. 1

The Adult Learner (DocSharing)

Watch video on GI Bill (60 minutes total)

Field trip to Emily Griffith School       

Field trip discussion 1st post Thursday; others Sunday (10 pts.)

GI Bill discussion – 1st post Friday; others Sunday       (15 pts.)

Wk. 2 Characteristics

Groups will be assigned

•Define adult learners and typical characteristics in a learning setting

•Distinguish andragogy as a major concept of adult learning

•Compare and contrast barriers adult learners face in learning environments

Elias & Merriam ch. 2 DocSharing: Low Income; The Adult Learning Gap

Field trip to Center for Lifelong Learning.

Subscribe to Newsletter

APA Worksheet (DocSharing)

Philosophies - group analysis and discussion; group summary

Field trip discussion 1st post Thursday; others Sunday (10 pts.)

Group analysis – Post to Group Phil. Discussion Saturday; Dropbox Sunday (15 pts., group grade)

Wk. 3    Theory

•Describe the major learning theories associated with adult learning

•Differentiate the application of the theories

•Determine which theories parallel your personal philosophy

Elias & Merriam ch. 3

DocSharing: Rossiter; Stokes; Serving Adult Learners

Field trip to Council for Adult & Experiential Learning

Field trip discussion 1st post Thursday; others Sunday (10 pts.)

Group analysis – Post to Group Phil. Discussion Saturday; Dropbox Sunday (15 pts., group grade)

Wk. 4     Policy 

•Relate policy decisions in the success or barrier to implementation of adult education programs

•Compare and contrast the differences between state issues

•Extract issues specific to the learner’s stated needs

•Determine the role policy plays in supporting education and training for adults

Elias & Merriam ch. 4

DocSharing: State Indicators Monograph; State Indicators Policy Guide

Field trip to Office of Vocational and Adult Education

APA reference list

Draft Personal Education Philosophy

Field trip discussion 1st post Thursday; others Sunday (10 pts.)

Groups – Post to Group Phil. Discussion Saturday; Dropbox Sunday (15 pts., group grade)

Personal Education Philosophy – (Part I is not graded - feedback from the instructor should be incorporated into the final paper – however, if you do not turn in a draft there is a 10 pt. deduction from your final paper).

Dropbox Thursday                                      

Wk. 5   Providers

•Compare and contrast the various adult education providers

•Recognize the connections between program planning, administration of programs, and funding for successful adult education programs

•Analyze the power structures and social issues related to adult education

•Identify ones own role within the field of adult education

Elias & Merriam ch. 5

DocSharing: Taylor; Billett; Higher Education for Older Adults

Field trip to The Masie Center

Watch: Back to School video clip

Research: Introduction paragraph

Field trip discussion 1st post Thursday; others Sunday (10 pts.)

Groups – Post conclusion to Group Phil. Discussion Saturday; Dropbox Sunday (15 pts., group grade)

Wk. 6        Society and Impact

•Evaluate adult education in the larger context of a learning society

•Analyze the link between the lifelong learning, and adult education

•Relate adult theories and concepts to society as a whole

•Apply adult education philosophies to improve adult education in the US

Elias & Merriam ch. 6

DocSharing: The Path of Many Journeys

Field trip totheNational Commission on Adult Literacy

Field trip discussion 1st post Thursday; others Sunday (10 pts.)

Groups – Post conclusion to Group Phil. Discussion Saturday; Dropbox Sunday (15 pts., group grade)

Wk. 7      Global Perspective

•Apply the concept of “knowledge society” to adult learning

•Apply the course concepts to globalization

Elias & Merriam ch. 7

DocSharing: Mokyr; UNESCO United States

Field trip to UNESCO

Field trip discussion 1st post Thursday; others Sunday (10 pts.)

Groups – Post conclusion to Group Phil. Discussion Saturday; Dropbox Sunday (15 pts., group grade)

Complete a Course Evaluation by the end of Week 8

Wk. 8        The Profession  

•Analyze the profession of adult education

•Explore various professional organizations

•Evaluate role of the adult education professional

•Determine ones' place within the field of adult education

Elias & Merriam ch. 8

Field trip: respond to the question posted

Reflection paper

Final exam (proctored)

Discuss & Post onField trip – due Thursday(10 pts.)      Groups – Post summary to Group Phil. Discussion (15 pts.) Saturday; Dropbox Sunday (15 pts., group grade)

Reflection paper due Thursday in Dropbox. Submit no later than midnight WEDNESDAY. (150 pts.)

Final exam (50 pts.) during Week 8 (50 pts.)

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 2011-2012 Graduate Catalog Page 21

Plagiarism:

Plagiarism is 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 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

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 .

Additional Information:

The information listed above under Core Assessment is incorrect, but faculty access to it is blocked. Also the Learning Rubric (below) is not correct, but faculty access is blocked. The Core Learning Assessment assignment follows, and the proper rubric will be distributed to students at start of term. Students are asked to disregard the outdated material.

 

The goal of this reflection 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 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 experiences, but the environments and contexts in which your learning has occurred and how you perceive yourself as an adult educator/professional.


There is a vast amount of material however; this is not a recounting of your story, rather a critical reflection of your story and environmental context in relation to adult learning and you as an adult education provider. You will find it useful to incorporate terms from the materials presented throughout the course.


The paper length will depend on your insights, but to accomplish the reflection adequately it should be a minimum of eight pages, (exclusive of your cover sheet and reference list), double spaced, Times New Roman, 12 point, and 1” margins.
 



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 

Copyright:

This material is protected by copyright and cannot be reused without author permission.

Last Updated:1/5/2012 7:07:33 PM