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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

F1P 2012 DL

Faculty

Dennis, Kay S.

Title

Associate Professor of Education

Degrees/Certificates

Ed. D., Adult & Higher Education, NC State Univ.
M.S.N., Nursing, East Carolina Univ.
B.S.N., Nursing, Univ. of Kentucky

Office Location

Beaufort, NC (online)

Office Hours

Email anytime; Phone, M-Sa mornings or as scheduled by email

Daytime Phone

252.241.9463 (8:00 – 8:00 EST)

E-Mail

kay.dennis@park.edu

Semester Dates

Aug. 20 - Oct. 14

Class Days

All

Class Time

All

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

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
All required weekly reading assignments (aside from textbook)  will be provided under DocSharing in the eCollege site. 

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:

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 adult educator in the 21st century. Additionally, the course will investigate andragogy and various adult learning and teaching theories.

Educational Philosophy:
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:

·         Creating an organized, positive, and interactive learning climate

·         Focusing your attention on important aspects of the course

·         Clarifying performance expectations

·         Encouraging reflection

·         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:

STUDENTS PLEASE NOTE:
 
THE PRECEDING SECTION ON CORE ASSESSMENT ("Alvord") IS INCORRECT BUT IS "LOCKED" CONTENT AND CANNOT BE DELETED.
 
REFER TO DOC SHARING IN E-COLLEGE FOR A CURRENT AND ACCURATE COPY OF THE COMPLETE SYLLABUS.
 
THE FOLLOWING REFLECTION ASSIGNMENT INSTRUCTIONS ARE CURRENT AND CORRECT:
 

Core Assessment: Reflection Paper

This assignment is intended to serve as a synthesis of your learning from ED 500 as it relates to the practice of adult education. Your paper should incorporate terms from the course. That is, consider the course theories and concepts, and reflect on how they apply to your own learning as an adult learner and professional. Discuss your insights into adult learning history, concepts, and theory and the effect these insights have on you as an adult educator. Consider not only your experiences but also the environments and contexts in which your learning has occurred, and how you perceive yourself as an adult educator/professional. This is not a recounting of your story but a critical reflection of your story in the context of adult learning.  

The paper length should be 10-12 pages, (exclusive of cover sheet and reference list), double spaced, Times New Roman, 12 point, and 1” margins. A sample cover sheet is provided under DocSharing. Format for reference list is available in your APA Style Manual.

The assignment:

  1. Review the main concepts from the course that apply to you
  2. Outline, draft, incubate, and write your paper
  3. Deposit the paper into the Dropbox as a .doc or .docx file no later than midnight Wednesday
  4. As many as 15 points may be deducted for writing errors (spelling, punctuation, APA, lack of parallel word form, etc.)

 

Grading:
 

LETTER GRADING POLICY

Assignment

Point Value

GI Bill discussion (1)

 25

Field Trips (8)

 80

Philosophy (7)

105

Journal Critique (1)

100

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

175

Final Examination (1)

 65

TOTAL

550

 

Letter

Points

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:

All assignments must be submitted on time in order to receive full credit. If you anticipate a delay for any reason, please contact the instructor immediately.

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.
  • At times we may disagree with each other. Remember that each of us has a right to our own opinion and it may differ from someone else’s, including the instructor! When you disagree with another’s discussion posting, explain your reasons and support your contentions.
  • If anyone in class makes a comment you are uncomfortable with, please note it politely. If you prefer, contact me first.  

Also, please contact me whenever you have questions, concerns, or suggestions about this course. It is much better to ask questions before an assignment is due, than after your grade has been posted.

Course Topic/Dates/Assignments:
 

Course Schedule

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 your beliefs related to adult education and draft a 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

•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 - analysis and discussion; summary

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

Post to Phil. Discussion Saturday; Dropbox Sunday (15 pts.)

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.)

Post to Phil. Discussion Saturday; Dropbox Sunday (15 pts.)

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.)

Post to Phil. Discussion Saturday; Dropbox Sunday (15 pts.)

Personal Education Philosophy – (Instructor feedback should be incorporated into the final version. The draft is not graded; however, if you do not submit a draft 10 pts. will be deducted 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 your 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.)

Post conclusion to Phil. Discussion Saturday; Dropbox Sunday (15 pts.)

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 U.S.

Elias & Merriam ch. 6

DocSharing: The Path of Many Journeys

Field trip -National Commission on Adult Literacy

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

Post conclusion to Phil. Discussion Saturday; Dropbox Sunday (15 pts.)

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.)

Post conclusion to Phil. Discussion Saturday; Dropbox Sunday (15 pts.)

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 your 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.)      Post summary to Phil. Discussion (15 pts.) Saturday; Dropbox Sunday (15 pts.)

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

Final exam 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 2012-2013 Graduate Catalog Page 21-22

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 course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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:
 

PROCTORED FINAL EXAM: This course includes a proctored final examination during the 8th week. This exam must be written at one of the Park University sites around the country or (under certain circumstances) at an alternative approved location. Photo identification is required at the time of the test. Guidelines for selecting an acceptable proctor can be found on the Park University website.


You are responsible for arranging a proctor for the final exam(s). Beginning Week 2 of the term, you can access the Park University Online Proctor Request form,http://proctor.park.edu to request your proctor. The deadline for proctor approvals is the Friday of Week 5. In order to receive a passing grade for the course, you must complete a proctored final examination.


Bibliography:


STUDENTS - PLEASE IGNORE THE FOLLOWING LEARNING RUBRIC. A CORRECT DOCUMENT WILL BE PROVIDED BY THE INSTRUCTOR.



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:8/16/2012 5:33:28 PM