SYLLABUS
ADULT EDUCATION: FOUNDATIONS OF PRACTICE
Course Description and
Rationale
Adult education is an exciting field to study and is equally exciting
to be associated with as a learner, graduate student, faculty member, educator,
or interested professional. The field is dynamic, growing, and full of
opportunity. Today more than 50% of all American college students are over
21, with nearly 15% over age 35. Most authorities predict that the number
of older students will continue to increase for some time to come. Researchers
have found that almost every adult is engaged in one or more learning projects
each year where a considerable amount of time in self-directed study takes
place. It appears that an average of 500 hours is spent annually by a typical
adult in such learning. In addition, training in the workplace is a multi-million
dollar investment.
Therefore, the general purpose of the course is to help you become
aware of the nature of the field, its programs, agencies, and individuals.
We will examine the contributions made by other disciplines to the knowledge
of the field, the issues in practice and research, the field's present state
of knowledge, and future roles of professional educators or trainers of adults.
The course thus will provide you with a foundation of knowledge about adult
education and a foundation on which to build your remaining course and learning
endeavors. Hopefully, you and all other course participants will grow in
knowledge of the field by actively seeking out new experiences and participating
in various learning activities during the course.
I believe adult learners should become actively involved in
any learning process in which they are engaged. This instructional philosophy
stems from personal involvement by the facilitator with research or practice
related to self-directed adult learning. Self-directed learning research
has shown that learners, when given the option and encouragement, often will
come to prefer learning involvement where considerable freedom and personal
direction is possible. See Individualizing Instruction
(/iiindex.html) and Self-Direction in Adult
Learning /sdlindex.html), two books I helped
to author, that provides more information on this concept of self-directed
adult learning.
At the same time, I recognize that I owe you and the college some
direction in terms of course content and those competencies achievable during
the course. Thus, several kinds of techniques will be employed and learning
options made available throughout the course relative to both my philosophy
and the research on self-directed adult learning. In addition, I will provide
guidance in helping those learners who are not yet totally comfortable with
self-directed learning strategies to map a trail through the course materials
and requirements that will maximize learnings in terms of personal needs.
I wish, therefore, to be a manager of the learning experience and resource
for new knowledge, as well as a dispenser of information.
Areas for
Learning
The following topic areas suggest the range of content likely to be
covered during the course. Some areas will be studied in considerable detail,
some will be reviewed in terms of appropriate terminology, concepts, or
resources, and some will become focal points for in-depth personal study.
There probably are many additional topics that could be added or that will
emerge based on your experience, need, and interests.
1.
Scope and Nature of the Field of Adult Education
a.
Definitions and terms
b.
Theory foundations (e.g., andragogy, perspectives transformed, paradigm
shifts, etc.)
c.
Agencies and institutions
d.
Types of settings (formal, nonformal, informal,
etc.)
e.
International aspects of adult
education
f.
Organization and literature of the field
2.
The Adult Learner
a.
Social and cultural roles
b.
Developmental stages/theories
c.
Cognition and learning
d.
Participation
e.
Self-directed learning/individualizing the instructional and learning
processes
f.
Learning environments
3.
Adult Education/HRD Agencies and
Programs
a.
Types of organizations
b.
Programming examples (continuing education, community education, higher
education, training, literacy, etc.)
c.
Nontraditional/distance education
d.
Clientele groups
4.
The Educator or Trainer of Adults
a.
Functions and roles as practitioners
b.
Professional development (graduate courses, professional associations,
etc.)
c.
Resources
d.
Research and scholarship roles
5.
History of Adult Education
a.
Terminology
b.
Historical developments (Lyceum, Chautauqua, Highlander,
etc.)
c.
Linkages to worldwide adult education and training
d.
Famous adult educators (Eduard Lindeman, Malcolm Knowles, Hilda
Worthington Smith, Howard McClusky, etc.)
6.
Philosophical Foundations
a.
Importance to the field
b.
Philosophical Orientations
c.
Development of a personal philosophy and style
d.
Application of philosophy and ethical issues
7.
Trends/current issues
a.
Current research and research needs
b.
Controversial issues (mandatory continuing education, professionalization,
standards for graduate study, life experiences credits, in-company or outsourced
training, etc.)
c.
Futures and Visioning processes
Competency
Expectations
At the completion of the course, given active participation, each
learner should be able to perform with excellence in the following
ways:
1.
Familiarization with the areas of learning described
above.
2.
The development of a personal philosophy statement relative to working
with adult learners.
3.
The development of a personal resource file of readings, learnings,
ideas, etc. This is actually the initiation of a personal portfolio that
becomes a permanent record of your professional accomplishments, in and out
of the graduate degree program, and a vehicle that plays an important part
of the capstone experience later in the degree.
4.
The development of an appreciation for the field in terms of such
questions as "Why Adult Education?" "What is its importance?" "What is its
history?" and "What is its breadth?"
5.
The development of a professional sense of self and the initiating
of an ability to be an advocate for the field.
I deem it important enough to make special mention of the need to
complete the course with at least an understanding of the scope of the field,
a sense of personal philosophy in terms of working with others, and an
understanding of the phenomenon of adults as lifelong learners. I also know
how important good writing skills are both for subsequent courses and future
professional activities. Thus, I will endeavor to ensure that all learners
complete the course experience with the above understanding and skills as
basic learnings.
The Teaching and Learning
Process
There are three broad approaches to teaching and learning, although
various adaptations are made:
1.
Didactic - the instructor controls most of the direction and content
through a lecture format. Learners are expected to acquire and retain knowledge
primarily through memorization.
2.
Socratic - the instructor utilizes questions in some way (testing,
small group discussion, question and answer periods in class, etc.) to take
the learner through a prepared and logical sequence of content acquisition.
Learners are expected to respond to the questions in some manner usually
designated by the instructor.
3.
Facilitative - the instructor creates an educational environment in
which learning can occur. A variety of instructional techniques, including
both didactic and socratic approaches as appropriate, can be utilized. Learners
are expected to assume increasing responsibility for specific content
determination and acquisition.
There are obvious philosophical differences associated
with the three approaches.
Much of the scholarship related to teaching or training adults is
built on the premise that teaching adults is different from teaching children.
This has resulted in attempts to build teaching and learning approaches that
account for such differences. Although there are a variety of views expressed
in the literature in terms of how these approaches should involve the learner,
the past two decades has seen considerable interest build around self-directed,
individualized instructional approaches, and the facilitative model. In this
course, we will spend the majority of our time and process working from the
facilitative model. In addition, each learner will have the opportunity to
experience the application of newly acquired knowledge and skill or to sharpen
already acquired skills through one or more of the course's learning
activities.
I base my teaching and learning process on this premise that adult
students are mature learners who flourish in settings where considerable
independence is expected or permissible. Thus, the process is a dynamic one
that actively involves the learner in determining personal needs,
potential, and capabilities. At the same time, I also assume that learners
develop this independence at differing rates. Some learners will be ready
for considerable independent learning and will use the course requirements
and in-class learning activities as vehicles for enhancing or supplementing
personal learning. Other learners will require considerable guidance, at
least initially, in setting goals, establishing learning activities, and
evaluating individual progress. The learning contract allows considerable
freedom or can provide a fairly prescriptive path throughout the course,
depending on your preferences.
Philosophically, I have been influenced by several forces and scholars.
The school of thought based on John Dewey's work is one force with a resulting
notion that students are capable of an active role in the learning process;
correspondingly, the teacher's role is that of guiding the process. Behaviorists
have also impacted my thinking. For example, the designing of an environment
which elicits desirable human behavior and interchange is important to success
of the process, as well as using learning contracts with their objective
setting, planning, and evaluating elements. Perhaps the biggest impact on
my philosophy has been the humanist movement. This involves a belief in the
natural goodness of humankind, freedom of choice, dignity and worth of humans,
and value of establishing an environment in which potentials inherent in
every person can be developed. Therefore, I see my role as helping to facilitate
personal discovery, learning related to any identified needs, and movement
toward whatever potentiality is possible for you.
This also means that I will assume many if not all of the following
roles sometime during the course process:
•
Serving as a resource on most of the course content areas and as a
specialist on some of them
•
Providing direct information on certain topics through lecturing,
various media, various teaching techniques, group discussion, and a wide
variety of other learning aids
•
Serving as a resource locator or securing new information on some
of the topics identified during a needs assessment
process
•
Arranging for special resources on particular topics, setting up outside
learning experiences for individuals or small groups, and generally building
a resource collection of related information
•
Working as a stimulator or sounding board for learners outside the
classroom
•
Helping learners develop an attitude about and approach to learning
that fosters independence and personal responsibility for
progress
•
Promoting discussion, the raising of questions, critical reflection,
small group activity, and a positive attitude about learning and self-directed
inquiry
•
Pulling together a sequence of learning activities based on uncovered
but specific learner needs, available resources, and specific learning
requirements
•
Managing a learning process throughout the specified time period that
includes such activities as re-diagnosis of needs, the acquisition of continuous
feedback, and fostering of learner involvement
•
Serving as a validator, verifier, or evaluator of student accomplishment
both throughout and at the end of the course.
Evaluation and
Feedback
Evaluation and feedback are integral parts of any learning system
whether a concentrated summer course, a semesterlong course, or even a personal
learning endeavor. Evaluation is a tool for measuring personal progress toward
individual or course goals. In addition, it is required that grades be
established as marks for transcripts and degree
completion.
Thus, in terms of feedback I hope the communication process will indeed
be a twoway street. Feedback should reflect not only how well the class
objectives are being met, the effectiveness of the instructional facilitation,
and the extent to which your individual needs are being fulfilled, but also
the quality of student contribution and involvement. Consequently, your oral
and written feedback relative to questions or concerns you may have, more
information you need, and any evaluation you have of the process, the content,
or me will be welcome at any time.
I will use several techniques throughout the course to help in this
evaluation and feedback. In addition, I'll provide evaluative feedback via
comments, advice, and resource suggestions in response to any submitted
materials. Hopefully, these efforts will provide you some modeling regarding
evaluation possibilities.
Personal evaluation and validation will come through the learning contract. In planning for a letter grade, I assume no student will wish to contract for a grade of C or below. Further, I assume the quality of work submitted will be of a level reflecting the contracted grade. Thus, the grade of B can be achieved by successfully completing all of the learning activities (or their equivalent) described below, including participation in any course planning, implementation, and evaluation carried on during the days together, and completion of those readings necessary for a basic understanding of the topics. The A grade can be accomplished by contracting for and completing any one of the term project options listed below in addition to the "B" requirements. Rewriting of any associated papers or other products will be permitted if they do not initially match the expected criteria for excellence at the contracted grade level.
Textbook
Requirements
There is one required book:
Merriam, S., & Brockett, R. (1996). The profession and practice
of adult education: An introduction to the field. San Francisco:
Jossey-Bass.
Course
Requirements
Following are suggested requirements for the course. If you are new
to the individualized instructional process that I use or somewhat cautious
regarding self-directed learning and the use of learning contracts, simply
complete those learning activity requirements described below for the grade
of B (if a learning activity is not completed to the qualitative expectations
of yourself, me, or some outside validator, you continue working on the activity
until the desired level of competency and learning is achieved). The grade
of A can be achieved by completing the B requirement plus any one of the
suggested term projects. However, if you are comfortable with yourself as
a self-directed learner and/or if you have experience in writing learning
contracts, it should be noted that negotiated alternatives are welcome in
meeting any of the requirements. In addition, time will be allotted in class
to work on many of the learning activities.
1. Learning Activity
#l - Class Participation
Participate in the course planning, implementation, and evaluation
activities that develop as a natural part of the course's
evolution.
Objective: To facilitate your growth through contributive group
membership and active learning participation.
2. Learning Activity
#2 - Learning Contract Design
Complete a self-diagnosis of needs (with my assistance as necessary)
relevant to the course content, design a learning contract (or plan) for
meeting many of those needs, and carry out the planned activities. The
course product will be a first and, if necessary, second draft of a learning
contract.
Objective: To facilitate your ability to diagnose, articulate,
and meet individual learning needs.
3. Learning Activity
#3* - Readings and Book Review
Complete those readings necessary to introduce you to the field of
adult education and its literature. The bibliography in the course workbook,
the bibliographies in your text, the text itself, and your own literature
searching activity should be the primary means or sources for obtaining this
knowledge base. At a minimum, this reading effort should include the
textbook required for the course, several articles from one or more journals
central to the field, and some familiarity with at least eight of the sources
listed in your bibliography or general adult education/training sources that
you can locate. (The development of an interactive reading log or some
similar recording activity are common synthesizing tools. Submission
of the recorded materials is optional and usually done on a "need" basis
in terms of desired instructor feedback.) In terms of a product, on one
of these readings, other than the text, write a 2-5 page book (or article)
review.
Objective: To facilitate your acquisition of a broad-based
comprehension of related literature.
4. Learning Activity
#4* - Personal Log, Resource File, and Initiation of a
Professional Portfolio (choose a, b, or c)
a. Throughout the course, maintain a journal or log to capture your
growing understanding of the field. The log should include systematic
observations of insights, events, and changes in your perspective during
the course.
b. Develop a personal resource file of information on adult education
programs, literature, resource bases, associations, authors,
etc.
c. Initiate the development of a professional portfolio utilizing
the material developed for "a" and "b" above and other material that reflect
your current professional accomplishments.
The product of this activity will be a 2-3 page paper synthesizing
your reflections on the nature and scope of the field as a result of the
journal, resource file, and initial portfolio development experiences.
Alternatively, the product could be an early version of the portfolio,
itself.
Objectives:
(1) To facilitate an understanding of the nature and scope of the
field and to build critical reflection skills.
(2) To facilitate your skills in developing, cataloguing, and synthesizing
information on the field of adult education and your development as a
professional within it.
5. Learning Activity
#5* - Develop a Personal Philosophy
Statement
Develop a personal statement of educational philosophy and professional
style relative to working with adults as learners. This should involve
participating in the facilitator's mini-workshop on educational philosophies
and then developing a statement that makes sense given requirements or
constraints within your place of work, your own personality, and the ways
you have developed for working with adult students or trainees. The product
should be a 2-3 page paper. [Alternatively, develop a personal Code of
Ethics or a Statement of Professional Commitment—see the web page
(/ethics1.html -or-
http://home.twcny.rr.com/hiemstra/ethics1.html) for examples or the instructor
for more information.]
Objective: To facilitate your study of different philosophies related
to working with people so that a personal statement of educational philosophy
can be developed and described to others.
In addition, select either Learning Activity #6, #7, or #8 (or their
equivalent) as part of the B grade.
6. Learning Activity
#6* - Adult Learner Interviews
Conduct at least two informal or structured interviews with any adults
and obtain information relative to learning activities, learning styles,
learning attitudes, etc. Do more than two if possible. Construct a poster
that describes your basic findings and conclusions and present the poster
at the last weekend. Alternatively, the product could be a 3-5 page
paper in which you discuss your findings and conclusions in relation to the
course readings and subsequent discussions.
Objective: To facilitate your understanding of adult learners
and the self-directed learning phenomenon.
7. Learning Activity
#7* - Agency Study
Conduct a site visit and study an adult education or human resource
development organization or agency. Construct a poster to describe the
agency and present the poster at the last class weekend. Alternatively,
the product could be a 3-5 page paper in which you describe the agency
and what you have learned regarding its adult education
activities.
Objective: To facilitate your initial understanding of at least
one adult education agency--its purposes, its programs, and its
personnel.
8. Optional Learning
Activity #8* - Personal Vitae of an Adult Education Historical
Figure
Select an historical figure in the Adult Education field (living or
deceased) for which a “personal vitae” has not been completed,
and develop a personal vitae according to the guidelines I have provided
(/vitae.html). Write a 2-3 page personal vitae
that I will add to my web page with you acknowledged as contributor. In addition,
present your personal vitae to fellow class members during the last
weekend.
Objective: To facilitate your understanding of one aspect of
the history of adult education in greater depth.
9. Learning Activity
#9 - TERM PROJECT (any one of the following)
a.
Complete a take home or closed book examination relative to the course
content.
b.
Participate in a study group activity with class colleagues (or other
colleagues) to develop in-depth understanding on some adult education
topic.
c.
Complete a term paper on some topic related to the course content
such as an elaboration, discussion, and/or analysis of some current issue,
the examination of an international adult education issue or program,
etc.
d.
Acquaint yourself with the literature of the field by carrying out
some reading activity that goes beyond that described in #3 above. This would
include reading of a fairly broad, overview nature and would result in an
interactive reading log, diary, journal, etc.
e.
Carry out an historical study of some adult education person, agency,
movement, etc. You can use various types of materials, but it is recommended
you use the OCR’d material shown in the Adult Education History Project
on my web page
(/history.html).
f.
Negotiate some activity of your own choosing.
Objectives:
(1) To facilitate your carrying out indepth study, acquisition, and
comprehension of knowledge related to some course content area.
(2) To enhance your analytical skills in comparing, contrasting, and
critically reflecting on various sources of information.
NOTE: An extensive
bibliography will be contained in the course workbook described earlier in
this workbook.
___________________________
* Or some negotiated
alternative.
Tentative Course Schedule
Weekend I NATURE AND SCOPE OF THE FIELD
·
Introductions,
administrative details
·
Course
overview and requirements
·
Needs
assessment process and learning contracts
·
Focus:
Nature and Scope of the Adult Education
Field
·
Resources
in adult education
·
Focus:
The Adult Learner, Adult Development, and Adult Participation in
Learning
·
Focus:
Introduction to self-directed, individualized adult
learning
·
Conducting
an interview
·
Focus:
Adult Education Agencies and
Programs
·
Conducting
an agency visit
·
Focus:
Philosophical
Foundations/Issues
·
Philosophical
frameworks
·
Measuring
personal philosophical tendencies
Weekend II THE ADULT EDUCATOR
·
Welcome
back/questions and answers
·
Administrative
tasks
·
Focus:
The Adult
Educator
·
Professional
associations/training opportunities
·
Focus:
History of the
Field
·
Understanding
aspects of the history of the field: A mini-research
effort
·
Writing
a personal vita or historical piece
·
The
Adult Education History Project
·
Focus:
Research Trends and
Issues
·
Focus:
Ethical
Issues
Weekend III ISSUES AND FUTURE DIRECTIONS; STUDENT
PRESENTATIONS
·
Welcome
back/questions and answers
·
Administrative
tasks
·
Focus:
Controversial
Issues
·
Focus:
Future of Adult
Education
·
Futures
Invention process
·
Poster
sessions, individual or group reports, reaction paper presentations as
needed
·
Evaluation,
feedback, and celebration