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 538 Adult Development
F2P 2012 DL
Professor of Adult Education
PhD. - Cornell UniversityMS - Texas A&M UniversityBS - Texas A&M University
Virtual Office (Skype, phone, or chat)
Textbook: All readings will be found online. No texts are required.
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 firstname.lastname@example.org 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 email@example.com 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.
Educational Philosophy: In all graduate level courses, I wish to emphasize the following components: research, reflection & synthesis, practitioner context, and informed practice, to create a learning environment that promotes each area. You will find many of the activities in the course are designed in a manner that promotes application of the course materials to your context of practice. The course structure and design is meant to serve as a framework that provides a baseline of activity and application for all learners to achieve a level of knowledge and mastery in the course topic.
Learning Outcomes: Core Learning Outcomes
There are two component for each Exchange: 1) individual insight journal entry, and 2) cohort/groupwork. Since teaching and learning are best done in a social context (not a spectator sport) all students should participate in thoughtful discussion online and are expected to post regularly throughout the discussion (one post that shares your ideas will not suffice as “discussion”). I expect: 1) graduate level work, 2) for you to be fully engaged in the discussion with multiple posts, 3) multiple resources/websites to be shared with one another, and 4) multiple references to cited work. This opportunity to exchange concepts, thoughts, and ideas will provide various perspectives on class material and will enable you to learn from the expertise and life experiences of others as well. You will most likely have expertise in a specific area(s) of the course and will hopefully share that expertise with your peers. The quality of your experience will be directly related to your level of motivation and your commitment to review and respond to others' ideas. (See EXCHANGE GRADING RUBRIC in "Doc Sharing" of the course menu - grey menu buttons at the top of the screen).
Mastery Assignment (70 points) Each week (weeks 1-7), you will complete a set of review questions - worth 10 points weekly. These questions will revisit key concepts covered during the week and will emphasize important areas for mastery. Students will have opportunity to complete the questions until they master the assignment. Therefore, you should gain full credit for this weekly assignment if completed by the assigned due date. The highest score received on each quiz will be recorded for your final grade.
The Final Exam (75 points) Concepts in Context will be due in Week 8. This finale exam is open-note, open book and is comprised of 25 multiple choice, T/F, and multiple selection questions. It is intended to synthesize all of the information gained in the course, as you reflect upon how you will apply principles of adult development to improve your own instruction of adult learners.
Grading Policy - All grades are determined based on student work submitted in accordance with assignment expectations described above. All assignments must be completed in full satisfaction, meeting each requirement of the designated and corresponding rubrics. The following point scale is outline below:
A = 193 - 215 points
B = 172 - 192 points
C = 150 - 171 points
F = 149 or below
Late Submission of Course Materials:
Classroom Rules of Conduct:
Online Readings -
The Role of Aging in Adult Learning: Implications for Instructors in Higher Education by David Crawford
Theorizing Adult Development by Carolyn Clark and Rosemary Caffarella
Boomers, Gen-Xer's, and Millenials: Understandingn the New Student by Diana Ellinger
Complete Personal Introduction
Begin Exchange Assignment
Exploring Biological Perspectives in Adult Education
1, 2, 3, 5
Our Complex Human Body: Biological Development Explored by Vivian Mott
Begin Exchange Assignment
The Brain, Memory and Cognition
1, 2, 3
Hyperlink to the readings found in the Week 3 Unit Homepage
Exploring Social and Cultural Perspectives in Adult Education
1, 4, 5, 6
Researching Adult Learners' Lives by Lancaster Literacy Research Center
Racial and Ethnic Identity and Development by Alicia Fedelina Chavez and Florence Guido-DiBrito
Complete Mid-Term Evaluation
Exploring Psychological Perspectives in Adult Education
1, 4, 6
* NOTE: Those contracting for an "A" or "B", the annotated bibliography is due by midnight Sunday, CST of Week 5
1, 4, 6
Online Guest Panel
Audio is located in Week 6 Lecture
Begin Exchange Assignment
PROCTOR SELECTION MUST BE SUBMITTED
Ethics and the Spiritual Perspective
1, 4, 6
Spirituality in Adult and Higher Education by Elizabeth J. Tisdell
Adult Moral Development, Experience and Education by Sheryl Armon
Begin Exchange Assignment
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 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
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 .
Last Updated:10/1/2012 5:19:15 PM