Department of Leadership and Educational Studies

Appalachian State University

Boone, NC 28608

LHE 5630: THE ADULT LEARNER   (3 sh)

Fall 2002

Meeting Time: 
Meeting Location: 
Room:

INSTRUCTOR INFORMATION:

Barbara S. Bonham, Ph.D.                                  Office Phone: 828-262-6036

Prof./Coordinator of Hi. Ed. Grad. Prog.              Home Phone: 828-264-2759

Dept. of Leadership & Ed. Studies                     Email: [email protected]

Duncan Hall Room 309 E
Appalachian State University
Boone, NC 28608

LES Dept. Admin. Assts.
Karen Laws (828-262-6508)
Jenny Ware (828-262-2243)

LES Dept. Phone: 828-262-2214

OFFICE HOURS:      On campus hours are
                                    Monday and Wednesday – 2-4 PM

                                             Other hours by appt.                                          

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:

1.       Discuss the major forces influencing adult learners in American society.

2.       Examine the biological and psychological changes in adulthood and discuss the implications for designing learning environments.

3.       Discuss the variables influencing adults as learners such as race, gender, class, etc.

4.       Identify 2 major adult learning theories and discuss how they have influenced your understanding of adult learning.

5.       Describe self-directed learning and the implications for online delivery to adult learners;

6.       Discuss the purpose and uses of Classroom Assessment Techniques with adult learners;

7.       Discuss at least one of the following perspectives as it relates to adult learning: constructivism, postmodernism, feminist pedagogy, etc.;

8.       Develop a personal philosophy statement relative to working with adult learners.

9.       Discuss examples of ethical issues which arise in working with adults as learners using examples from personal experience and readings;

10.   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. 

11.  Describe ways to more effectively improve the quality of adult learning experiences through your understanding of the role and responsibility of teacher as mentor. 

TEACHING STRATEGIES:

            The instructor will provide learning opportunities in this course to facilitate your growth through contributive group membership and active learning participation.  This will include your class participation in learning activities using the text, lectures, group projects, discussion, etc. I will serve as a resource person on most of the course content and as a specialist on some of them.  I view my role as a socializing agent, facilitator, role model, and resource consultant.  I will assist you by arranging for special resources on particular topics and in your development of learning experiences for use by your groups; promoting discussion, the raising of questions, critical reflection, and a positive attitude about learning and self-directed inquiry; and by serving as evaluator of your accomplishments both throughout and at the end of the course.

TEXTBOOK(S)

Required Texts: 

    Merriam, S.B. & Caffarella, R. (1999).  Learning in Adulthood: A Comprehensive Guide (Second Edition). San Francisco, CA: Jossey-Bass, Inc.

    Daloz,L.A. (1999). Mentor: Guiding the Journey of Adult Learners. San Francisco, CA: Jossey-Bass Inc.  

OTHER READINGS:

Other materials will supplement the chapter readings in the text.  These may include assigned readings provided by the instructor or students related to their chapter facilitation as well as several inventories related to adult learning. 
 

COURSE REQUIREMENTS

Class Meeting #1  Class Meeting #2  Class Meeting #3 

Class Meeting #4  Class Meeting #5  Class Meeting #6

Evaluation of student growth and development and achievement of the course objectives will include:

1.      Class attendance, assignments, and participation (30 pts.). Students are expected to attend class except for emergencies, in which case the instructor should be notified and arrangements will made for alternate assignments to compensate for the time missed.  Students will be evaluated upon contributions to class discussions, application papers, completion of assignments, and participation in group activities. 

a.       For each class meeting students are to identify at least one topic in each chapter reading and explore that topic further online or by accessing related information in a journal, book, etc. Students are to include the source of their information and develop and short paper briefly describing the topic and what they found of interest in their search, an application or use, and any related questions or concerns.  This will be called Chapter Assignment for readings in Learning in Adulthood.

b.     Students will be take and score several inventories related to adult learning to facilitate their understanding of adults as learners. 

2.      Facilitation of Chapter in Learning in Adulthood (25 pts.). The sessions should be no longer than 30 minutes and will focus on a chapter in the text and The Adult Learner related topics.   The Assessment of Class Facilitator sheet includes a description of the criteria used to evaluate this session.  Each facilitator is to include in their session:

a)     an agenda for the session information in the chapter;

b)     at least one related article, web site, or references;

c)      summary or outline of major ideas, themes, or

d)     use of learning strategies which recognize the differing learning styles of the participants such as active learning strategies, group activity, stories, visuals, etc.

e)     Discussion of students’ Chapter Assnt. Papers.

3.       Written Journal and 1 Discussion Question for Each Chapter in the book Mentor (20 pts.).

a)   A learning journal is kept by the student for the purpose of reflecting on and    
        processing information from the chapter readings in Daloz’s book Mentor.

b)      Reactions to class activities and other assignments should also be included in this journal.

c)      Each student is to develop 1 question for use in class discussion of the chapter   readings.

d)   The following questions may be used as a guide for entries in the journal.

What did you learn from this reading? 

What significance or application might this have for you now or in your future work with adult learners?

What was your favorite saying, part, or sentence in this chapter? Why did you select this?

How does this reading help you to better understand yourself as an adult learner?

 4.      Individual Project (25 pts.).

a)      Select 1 topic from the list on the attached sheet.  Search for information on your topic keeping notes on what you did, what keywords, terms or descriptors you searched and where (internet, ERIC, etc.).  This information is to be shared with your instructor accompanied by a written description of a paper or project you will develop on this topic.  In addition to the description of your topic, your search for information, and findings; include 2 outcomes you hope to learn by doing this paper.  This is due by the 4^thclass meeting. 

 b)   The paper is to be completed by the 6^th class meeting. It is to be developed
        using one of the standard procedures such as APA, MLA, etc. for in text
        references and bibliography.

      c)   You will be asked to discuss your Final Paper with the class in a short informal
            presentation (5-10 minutes) during the 6^th class meeting. (Rubric, Topics)

GRADING:

        90-100 points           A

        85-  89 points           A-

        80-  84 points           B+

        75-  80 points           B

        70-  74 points           B-

        Below 70                  C

Revised 5/24/2000

ADULT LEARNING BIBLIOGRAPHY

 Note:  This is a representative sample of references on adult education.  For additional references on topics discussed in chapter readings, see the bibliography at the end of Learning in Adulthood (text for the course).

Foundations of Adult Education

    Merrian, S. & Brockett, R. (1997). The Profession and practice of adult education: An introduction.  San Francisco, CA: Jossey-Bass.

    Merriam, S. & Cunningham, P. (1989). Handbook of adult and continuing education.  San Francisco, CA: Jossey Bass.

    Tuijnmen, A.C. (Ed.)(1996). International encyclopedia of adult education and training. Second Edition. Tarrytown, NY: Pergamon.

Historical, Philosophical, & Social Issues

     Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.  Englewood  Cliffs, NJ: Prentice Hall.

    Jarvis, P. (1983). Adult and continuing education: Theory and practice. London, Croom Helm.

    Freire, P. (1973). Education for critical conciousness. New York: Seabury Press.

    Tomlin, M.E. (1997).  Changing what and how we teach for a changing world.  Adult Learning, 8 (5 & 6) 19-21.

    Levinson, A. (July 2, 1995). Computers may widen social class gap. Atlanta Journal.Constitution. B-5.

Race, Gender and Cultural Issues

    Amstutz.D. (1994). Staff development::Addressing issues of race and gender.  In E. Hayes and S. A. J. Collins (eds.), Confronting Racism and Sexism.  New Directions for Adult and Continuing Education, no. 61, San Francisco, CA: Jossey Bass.

     Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1996). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.

    Bell, Y.R. (1994).  A culturally sensitive analysis of black learning style.  Journal of Black Pschology, 20 (1), 47-61.

    Briscoe, D. B. and Ross, J.M. (1989). Racial and ethnic minorities and adult education.  In S. B. Merriam and P.M. Cunningham (Eds.), Handbook of Adult and Continuing Education.  San Francisco, CA: Jossey Bass.

    Gilligan, C. (1982).  In a different voice.  Cambridge, MA: Harvard University Press.

    Goldberger, N.R. (1996). Cultural imperatives and diversity in ways of knowing.  In N.R. Goldberger, J.M. Tarule, B.M. Clinchy, and M.F. Belenky (Eds.), Knowledge, difference, and power: Essays inspired by Women’s Ways of Knowing.  New York: Basic Books.

Intelligence and Aging

    Baltes, P.B. The aging mind: Potential and limits.  Gerontologist, 1993, 33 (5), 580-594.

    Bengtson, V.L. (Ed.) (1996). Adulthood and aging: Research on continuities and discontinuities.  New York: Springer.

    Berg, C.A. & Sternberg, R.J. (1992).  Adults conceptions of intelligence across the adult life span.  Psychology and Aging, 7 (2), 221-231.

    Gardner, H. Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77 (3), 200-209.

    Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9 (3), 185-211.

Teaching Adults

    Brookfield, S. (1990). The skillful teacher. San Francisco, CA: Jossey Bass.

     Cross, P. (1981). Adults as learners. San Francisco, CA: Jossey Bass.

     Dean, G. (1994). Designing instruction for adult learners. Malabar, FL: Krieger Publishing Company.

     James, W.B. & Blank, W.E. Review and critique of available learning styles instruments for adults.  In D.D. Flannery (Ed.), Applying cognitive learning theory to adult learning.  New Directions for Adult and Continuing Education, no. 59. San Francisco, CA: Jossey Bass.

     Knowles, M. & Associates (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco, CA: Jossey Bass.

      Palmer, P. (1998).  The courage to teach.  San Francisco, CA: Jossey Bass.

Self-Directed Learning

     Caffarella, R. S. (1993). Facilitating self-directed learning as a staff development option.  Journal of Staff Development, 14 (2), 3-34.

      Caffarella, R.S. (1993). Self-directed learning.  In S.B. Merriam (Ed.), An update on adult learning theory.  New Directions for Adult and Continuing Education, no. 57. San Francisco, CA: Jossey Bass.

Biological and Psychological Development

     Levinson, D. J., Darrow, C.N., Klein, E.B., Levinson, M.H. & McKee, B. (1978).  The seasons of a man’s life.  New York Ballantine.

      Levinson, D. J. & Levinson, J.D. (1996).  The seasons of a woman’s life.  New York: Ballantine.

Ethical Issues

       McDonald, K.S. & Wood, G.S. (1993). Surveying adult education practitioners about ethical issues.  Adult Education Quarterly, 43 (4), 243-257.

       Starratt, R.J. (1994). Building an ethical school: A practical response to the moral crises in schools.  Washington,DC: Falmer Press.

Administration

       Di Bella, A.J., Nevis, E.C., Gould, J.M. (1996). Organizational learning style as a core capability.  In B. Moingeon and A. Edmonson (Eds.) Organizational learning and competitive advantage. London: SAGE publication.

        Marsick, V.J. & Watkins, K.E. (1994). The learning organization: An integrative vision for HRD.  Human Resource Development Quarterly, 5, 353-360.

        Senge, P. (1990). The fifth discipline: The art and practice of learning organization.  New York: Doubleday.

        Watkins, K,E. & Marsick, V.J. (1993). Sculpting the learning organization: Lessons in the art and science of systemic change.  San Francisco, CA: Jossey Bass.
 

Topics Suggested by Students in the Adult Learner Course

Foundations of Adult Ed. As a Field

Overview on the History of Adult Education