WebCT
Student Information Page & Resources
Introduction Power Point
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
LHE 5630
Barbara Bonham, Ph.D.
[email protected]
Professor/Coordinator of Higher Education Graduate Program
Department of Leadership & Educational Studies
Duncan Hall - Room 309E
Appalachian State University
Boone, NC 28608
Office Phone: 828.262.6036
Catalog Course Description:
This course will focus on the understanding of characteristics of adults as learners and implications for designing learning environments. Special attention is given to the review of research on adult learning and the role of the adult educator as facilitator in the learning process.
This course is intended for those who are or will be educators of adults. This can include 2-year and 4-year college teachers, administrators at all educational levels, as well as those educators in counseling, health, social work, human resource development, administration, instructional technology, libraries, churches, business and industry, etc.
It is designed for those who are new to adult education and at the same time will challenge those who are already familiar with the knowledge base of the field. It provides an overview and synthesis of what we know about adult learning. In addition, each participant will have the opportunity to explore in depth a topic of interest related to their profession or field of study and adult learning.
Objectives:
At the conclusion of the course, the students should be able to:
 | Discuss the major forces influencing adult learners in American society. |
| Examine the biological and psychological changes in adulthood and discuss
the implications for designing learning environments. |
| Discuss the variables influencing adults as learners such as race, gender,
class, etc. |
| Identify 2 major adult learning theories and discuss how they have
influenced your understanding of adult learning. |
| Describe self-directed learning and implications for online delivery to
adult learners. |
| Discuss at least one of the following perspectives as it relates to adult
learning: constructivism, postmodernism, feminist pedagogy, etc. |
| Discuss several approaches to dealing with ethical issues in teaching
adults and program planning; |
| Develop a deeper understanding of transformational learning through the
vignettes described by Daloz in Mentor; and |
| Describe ways to more effectively improve the quality of adult learning
experiences through your understanding of the role and responsibility of
teacher as mentor. |
| Discuss adult learning as an approach to brining about societal change
include references to at least one key author on this topic. |
| Discuss a key issue or topic related adults as learners with implications
for your present or future work. |
| Describe the purpose and use of CATs with adult learners. |
Textbooks:
Merriam, S.B. & Caffarella, R. (1999). Learning in Adulthood: A Comprehensive