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SYLLABUS
WED 486 Adult Learning
Course Syllabus
WED 486 – The Theory and Practice of Adult Education (Adult Learning)
Instructor Information
Instructor: Emil Haury, MAed.
Phone: 760-149-7138
Email: [email protected]
Course Description: This course is designed to provide an examination of the
psychological and social factors related to adult learning. Critical analysis of
selected theories and concepts of learning are applied to the adult learning
experience, learning styles, motivation in adult education programs, and workplace
learning.
Course Rationale: Learning is a pervasive feature of the adult experience both at work and
in other aspects of adult life. As students in workforce education, it is essential that we
obtain the ability to critically analyze how adults acquire, process, and apply knowledge at
work, in the communities in which they live, and in personal situations. As adult educators,
it is critical to obtain the ability to examine the theories of adult learning and apply
knowledge of learning theory in instruction to help motivate adult learners.
Course Goals: The following are the general outcomes of the course. Students will:
1. Understand and analyze how culture, environment, race, class,
gender and other psycho-social factors influence adult learning.
2. Summarize the developmental challenges of adulthood including
career, family, and aging concerns.
3. Comprehend the essential differences between pedagogy for
children and andragogy for adults.
4. Examine the extent to which various adult learning theories
address the concept of “adultness” and to what extent the theories
identify significant aspects of adult learning.
5. Discuss the implications for teaching suggested by various
adult learning theories.
6. Analyze the assumptions about the learning process and the
adult learning inherent in various learning theories.
7. Demonstrate instructional methods that apply adult learning
theory and principals.
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SYLLABUS
Required Text
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood;
A comprehensive guide, 3rd
Ed. San Francisco: Jossey-Bass.
Course Requirements: Assessment of student performance will be based on the
following requirements:
1. Reflection Papers. A total of five papers, two-page maximum each represent
student’s thoughtful comments, statements of concern or dispute, and/or
questions raised based on the course readings, class discussions, etc. (100 points
total, 20 points)
2. Research Paper. A research paper based on a selected adult learning theory. 8-10
pages maximum. (200 points)
3. *A. For seated classes only: Group Presentation/Instructional Session. Student
groups will select a topic/chapter from the list assigned by the instructor and
teach the class on the premises of adult learning. Students may choose to engage
the rest of the class (e.g. discussion, case study, etc.) (200 points)
OR
**B. For Online classes only: E-Learning Assignment. You will be required to
research adult education theorists, discuss the implication of learning in the
workplace, and describe your philosophy of adult education. (200) points
4. Participation. This is a discussion-based course. Students are expected to attend
class, come prepared (having read the readings for the class), and to participate
in the discussions. (100 points) (Online students must participate on the
discussion board.)
5. Optional Exam. To be decided by the Instructors. An essay exam based on issues
raised in the text, readings, and class discussions will be given as a final exam on
the last day of class. (100 points)
*Assignment 3A Group Presentation is meant for students enrolled in seated classes
only. Students enrolled in a seated class are not required to complete Assignment 3 B
(E-learning).
** Assignment 3B: E-learning is meant for students registered on the online classes only.
Online students are not required to complete Assignment 3A (Group Presentation).
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SYLLABUS
Policy and Standards
Students are expected to attend class, read assigned materials, participate in class
activities, and complete other requirements as may be assigned. Most problems and
disagreements between students and instructors can be avoided by open communication
at the beginning of a course. Therefore, you are encouraged to ask your instructor about
any issue not understood.
Informal attire is permitted, but please dress in a manner appropriate for a university
classroom. No hats or caps are to be worn in the classroom. Food and beverages may be
consumed during class only if local conventions permit. Regarding all other matters,
students are expected to be familiar with and adhere to the Student Conduct Code.
Students needing course-related accommodations should contact the instructor during the
first week of class.
Attendance Policy
Classes will convene from 8:00 AM to 3:50 PM with a ten minute break on the hour and
lunch from 11:50 AM to 1:00 PM. According to SIU policy, students may not miss more
than one-third (2 days) of scheduled time for courses conducted on the weekend format.
Students unable to attend need to contact the Instructor or Base Coordinator prior to or
ASAP after an absence.
Academic Integrity Policy
Academic integrity involves a student’s obligation to act with honesty and to respect the
rights of other in carrying out all academic assignments. Students are expected to exhibit
this quality at all times. The University policy concerning academic dishonesty will be
strictly adhered to. Violations of this policy include:
Plagiarism or representing the work of another as one’s own work
Preparing work for another that is to be used as that person’s own work
Cheating by any method or me
Knowingly falsifying or manufacturing scientific or educational data and
representing the same to be the result of scientific or scholarly research
Knowingly furnishing false information to a university official relative to
academic matters Soliciting, aiding, abetting, concealing, or attempting
conduct in violation of this policy
Any violation of the policy can result in immediate failure of this course; conduct board penalties, or both. If you have any questions about whether a particular behavior is in violation of the University’s policy, you should ask before proceeding.
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SYLLABUS
Emergency Procedures
Southern Illinois University Carbondale is committed to providing a safe and healthy
environment for study and work. Because some health and safety circumstances are
beyond our control, we ask that you become familiar with the SIUC Building
Emergency Evacuation Plan. Instructors will provide guidance and direction to students
in the classroom in the event of an emergency. It is important that you follow these
instructions and stay with your instructor during an evacuation.
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SYLLABUS
INSTRUCTIONS FROM YOUR INSTRUCTOR
Hello Class!
I am your course facilitator for the upcoming WED 486 Adult Learning course. This
course will include a number of topics with special emphasis on areas of most concern
to our SIU students majoring in Workforce Education and Development.
Prepare for the first weekend meeting with the following:
1. Completed (typed) Student Information Form (last page of attached syllabus)
2. Weekend 1 Assignment (Reflection Question 1)
3. Course Textbook: Learning in Adulthood (2007)
I look forward to working with you on what can be a very unique class and experience.
Emil Haury, MAed.
Instructor: Emil (Charlie) Haury
Office Hours: 9:00 pm – 4:00 pm (M-F) (avail. by text)
Telephone: (760) 419-7138 cell
E-Mail: [email protected]
CLASS SESSIONS: 2013
Weekend 1: January 11 & 12
Weekend 2: January 25 &26
Weekend 3: February 8 & 9 – No class meeting (E-Learning homework due)
Weekend 4: February 22 & 23
Location
Naval Air Station North Island, building 2005
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SYLLABUS
METHODS OF INSTRUCTION/LEARNING
Lecture
Class Discussions & Activities
Individual Participation & Assignments
Team Presentations & Assignments
WRITTEN WORK
Assignments must be written in APA format (6th
edition). This includes (among other
guidelines):
Cover page
Introduction
Conclusion
Reference page
In-text citations
Header (with page numbers)
Headings for sections of the paper
Paragraphs indented
Times New Roman (12 point)
Double spacing
Six Assumptions Regarding Adult Learning
1. Adults need to know why they need to know
2. Adults need to learn experientially
3. Adults approach learning as problem solving
4. Adults learn best when topic is of immediate value
5. Adults need to integrate new ideas with what they already know
6. Adult emotions are critical to their learning, motivation, and memory
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SYLLABUS
COURSE ASSIGNMENTS
Note: All assignments must be typed. Formal papers must be in APA format.
Weekend Day Points Type Title Comment
ALL ALL 18 Individual Class Participation
1 Sat 2 Individual Student Information Sheet Included in
syllabus
1 Sun 5 Individual Reflection Question 1 1-2 pages
2 Sat 10 Individual Reflection Questions 2 &
3
1-2 pages per
question
2 Sat &
Sun
25 Team Presentation
Chapters
Assigned
3 Sat &
Sun
20 Individual Research Paper On-line
5-7 page written
paper
4 Sun 10 Individual Reflection 4 & 5 1-2 pages per
question
4 Sat &
Sunday
10 Individual Presentation of Research
Paper
5-8 minutes with
Power Point
slides
Total
Points
100
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SYLLABUS
Grading A = 90 to 100
B = 80 to 89
C = 70 to 79
D = 60 to 69
F = 0 to 59
Grading Policy Late Assignments: 20% reduction in points if late.
Class Participation
Criteria: Attendance in class is important to earn full points for participation.
Participation means showing interest in the topic, participating in class
discussions and in-class activities, asking relevant questions, extending the
students’ understanding of the topic, being punctual to class and returning from
breaks, behaving professionally, being respectful in class, etc.
Class participation requirements
All learners come into a course with a rich and varied background of personal
experiences. These experiences should be freely shared; i.e., opinions,
observations and perceptions relevant to the topic will form the point counter-
point that results in attitude formation and concept development.
The foundation of learning is in active contextual interactivity and the
development of mental models. The formation of these models depends upon
active, focused student participation. It is imperative that each student share
well-reasoned, thoughtful opinions, examples and solutions, oriented to adult
educational challenges.
E-Learning Assignment
Criteria: Complete all stated requirements in this syllabus.
Research Report
Criteria: Follow the guidelines and meet all schedules using innovative
applications in the development of deliverables.
Plagiarism
Plagiarism on any assignment will result in zero credit.
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SYLLABUS
WED 486 – Adult Learning
Due: Weekend 1
Student Information Form (2 points)
1. Student Information form (Individual)
2. Two choices for Research Paper (Individual) – see list of choices on syllabus
Reflection Question 1 (5 points)
As an adult learner, what do you perceive to be barriers to your learning?
List and discuss using a mind map (include in your paper).
Please refer to The Power Point on Mind Map in the course content folder.
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SYLLABUS
WED 486 – Adult Learning
Due: Weekend 2
Reflection Questions 2 & 3 (5 points each)
Maximum of two pages for each question
Question 2:
a. As an adult learner think of an individual who you would identify as the best
instructor and the instructor you consider the worst.
b. Discuss what you find/found to be motivating about the best instructor and what
you find/found the least motivating about the worst instructor.
Question 3
a. Access Geerte Hofstede’s weblink and list the six dimensions of culture and
discuss how his approach may be useful in motivating learners from different
cultures?
b. Compare at least two different countries and their national culture using
Hofstede’s dimension breakdown, and explain what elements may be different
when building a course lesson that contains the same objectives.
Textbook Chapter(s) Presentation (45 minutes) - TEAM
Total 25 points
Part A: Development In groups of 4 or 5 develop a Power Point presentation (with Speaker Notes and
References) and an associated activity (quiz, discussion, game, etc.) on an assigned text
chapter or topic. The 45 minute presentation will capture the themes, insight and
essential evidence supporting these themes. Teams will then present this presentation
utilizing sound adult educational principles.
Criteria include:
1. Identification of the big picture as well as the details in the chapter or the topic.
2. Application of motivational and instructional design principles and presentation
techniques. This is a lesson, not a briefing.
3. Demonstrate a deep knowledge of the chapter or topic.
4. Create an associated activity to capture the content of the chapter and deliver to
the class.
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SYLLABUS
5. Distribute electronic or paper copies of the Power Point slides to all students.
Give a paper copy to the professor (the professor’s copy will have the copy with
the Speaker’s notes) at the beginning of the presentation so she can take notes on
it.
Part B: Presentation Present the Chapter PowerPoint Lesson to the class in accordance with the class
schedule.
1. This is a professional presentation similar to one usually made in a business
training environment. Dress the part.
2. Demonstrate expertise, empathy, enthusiasm, clarity and cultural responsiveness
(see Chapter 3 of Enhancing adult motivation to learn)
3. Teams should provide examples of chapter concepts and lead discussions with
the class. Do not merely read PowerPoint slides. Many students use additional
source information to enrich their presentations.
4. Post or hand out copies on the PPT presentation prior to the presentation.
5. Encourage discussion and do your utmost to encourage student interactivity and
participation via the associated activity.
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SYLLABUS
Points Distribution:
Presentation Grading Rubric: Teams that submit presentations will be equally assessed
based on the following grading rubric. Please consult the instructor if you need
clarification of assignment instruction
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SYLLABUS
WED 486 – Adult Learning
Due: Weekend 3 (E-Learning)
E-Learning Assignment: Research Paper
Course Assignment – Research Paper (Individual)
Adult Learning Research Paper (topics) & Presentation (20 + 10 points)
From the list of selected topics in the field (see list below); each student will be assigned
a topic and write a 5-7 page Research Report based on the topic’s relation to the adult
educational field.
Assignment of your topic will be given by the course professor prior to the beginning of
your research. Have topics approved by the first weekend of class. It is recommended
that you have at least 3 options for the instructor’s approval.
Topics
1. Andragogy vs. Pedagogy
2. Case Based Learning
3. Classroom Assessment Techniques for the College Instructor
4. Classroom Management Skills for the College Instructor
5. Collaborative/Competitive Learning
6. Diversity Issues in Adult Learning
7. Facilitation Skills for the College Instructor
8. Gestalt Learning
9. Inquiry Learning
10. Learning and forgetting curves
11. Learning Contracts
12. Learning from Mentors
13. Learning Management System (LMS)
14. Learning Style Inventories (LSI)
15. Motivating the Adult Learner
16. Online Learning
17. Operant Conditioning
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SYLLABUS
18. Self Directed Learning
19. Social Learning
20. Using Games, Simulations, and Puzzles when Teaching
Research Paper Assignment Rubric
Final papers must be 5-7 double-spaced pages with a maximum 12-point font.
In addition to the following rubric below, the following list identifies points associated
to the major elements of the research paper:
20 points 1. Topic is important for adult educators
2. Research question/problem statement is clear
3. Ideas flow smoothly from paragraph to paragraph
4. Conclusions are drawn appropriately
5. Recommendations are clear, appropriate, and feasible
6. APA style used correctly within text and on Reference List (Please see APA
Formatting and Style Guide for guidance.)
7. A minimum of 4 scholarly resources (Note: Wikipedia is not acceptable.) are
included as in-text citations.
8. Properly APA formatted reference list
9. Little to no misspelled words or grammatical errors
Points will be deducted for each, if deficient: 1. Topic is not a relevant issue for adult educators
2. The research question/problem statement is not clear
3. Ideas are unorganized and do not flow smoothly
4. Ideas are not related to the topic
5. Conclusions are not consistent with the discussion
6. Recommendations are incongruent
7. APA style is used incorrectly
8. Less than four resources are utilized
9. In-text citations are missing
10. Reference list is missing
11. Multiple misspelled words and/or grammatical errors exist (more than 3)
12. Papers longer than 7 pages (The Reference List and cover page are not
considered part of the 5-7 page length of the paper.)
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SYLLABUS
Research Grading Rubric: Learners who submit essays will be equally assessed based
on the following grading rubric. Please consult the instructor if you need clarification of
assignment instruction.
20% will be deducted for: Late submission
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SYLLABUS
WED 486 – Adult Learning
Due: Weekend 4
Reflection Questions
5 points each; maximum of two pages for each question
Question 4:
a. As an adult learner, describe how you have learned from mentors or how you
have learned as a mentor in a personal or professional context.
b. Please find an academic article on mentoring and include content in the response.
Question 5:
a. As an adult educator, what challenges do you foresee in dealing with adults with
learning disabilities?
b. How do you see yourself handling a teaching-learning scenario where there are
individuals with learning disabilities in a mixed group?
c. Please find an academic article on learning disabilities and include content in the
response.
Adult Learning Research Paper (topics) Presentation
10 points
a. Create a Power Point presentation (with Speaker Notes) that captures the main
points of your Research paper
b. Deliver a 5-8 minute presentation using your Power Point slides and any other
visual aid(s).
c. Issue a copy of the presentation (with Speaker Notes) to the Professor prior to
delivery.
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SYLLABUS
d. Student Information Form
Name Printed
Occupation &
Employer
Program Advisor
Southern Illinois University – Carbondale
Email:
Phone: Cell:
( )
Work:
( )
CAREER GOAL - What do you see yourself doing in the next 5 years – next 10 years?
EXPERIENCE - Describe any teaching activities involving adults that you participate in or
have participated in (other than the WED program).
What topics would you especially like to have covered or what types of information would
you like from this course?
3 Choices for Research Paper (select from the list-pg.10 of syllabus):
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