Adult Learning Fall 2009

1 ADULT LEARNING: MATURITY THROUGH OLD AGE CAHA 501 Fall Semester 2009 Professor: Lisa M. Baumgartner, Ed. D. Northern Illinois University Office: 201D Phone: 753-8168 Fax: 753-9309 E-mail: [email protected] http://www.cedu.niu.edu/cahe/aboutus/faculty/lbaumgartner.shtml Office Hours: TUES: 4:30pm-5:30pm; and by appointment I.

Course Description An inquiry into learning theories and their relationships to mature and aging adults. Emphasis on the problems of changes in learning capabilities, incentives, emotional development, and the social context of learning and their implications for adult educators.

II.

General Course Objectives The following general objectives are provided to guide course activity with an emphasis upon implications for practice in adult education and training. It is assumed that it is important to include ideas from various positionalities including various cultures, genders, races, ethnicities, etc. Students will be encouraged to critique adult learning and development theories and practices through a variety of lenses including those of race, class, and gender. 1.

To identify and assess the several meanings of learning from a personal experience and from the literature.

2.

To identify factors that influence adult participation in learning including social group factors and position in society.

3.

To compare, contrast and critique various theories of development over the lifespan and the nature of cognitive development and learning.

4.

To identify factors related to self-directness in learning by adults.

5.

To compare and contrast various theories of development over the lifespan and the nature of cognitive development and learning.

6.

To review basic theories of learning and determine how these related to an explanation of how adults learn

2

III.

7.

To identify various adult learning orientations and styles of learning to determine how these influence learning

8.

To examine the nature of adult learning in informal and formal educational settings

9.

To examine learning from a social context and its relationship with learning.

10.

To use technology (internet, Blackboard management system, e-mail) to communicate and learn individually and collectively.

Required Texts American Psychological Association (APA). (2001). Publication manual of the American psychological association. (APA). (5th ed.). Washington, DC.: American Psychological Association.

Baumgartner, L. M., Lee, M. Y., Birden, S., & Flowers, D. (2003). Adult learning theory: A primer. Columbus, OH: Clearinghouse on Adult, Career, and Vocational Education, Information Series 392. Link to download: http://www.cete.org/acve/majorpubs2.asp?ID=36 (PDF also available on Blackboard under “Books.”) Baumgartner, L., & Merriam, S. B. (2000). Adult learning and development: Multicultural stories. Malabar, FL: Krieger Publishers. Merriam, S. B., & Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd edition). San Francisco: JosseyBass. REQUIRED PROGRAMS/SOFTWARE: 1) Access to PowerPoint. 2) Access to Adobe Reader which can be downloaded from this link http://www.adobe.com/products/acrobat/readstep2.html 3) Access to Word or the ability to write papers in Rich Text Format. I will NOT accept papers written in any other format because my computer cannot open files in other formats.

3 IV.

Conceptual Framework This course ascribes to the conceptual framework for all courses offered by the College of Education and other programs at NIU that prepare professional educators. During the semester, you should be aware of what we do in this course that may reflect components of the following statement: The NIU community of learners builds on knowledge, practice, and reflection to produce exemplary educators. The community encompasses scholars, education professionals, and pre-service teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship and caring. Application of these strengths emerges through the collaborative efforts of a diverse community which supports lifelong learning.

V.

Course Expectations 1.

Regular class attendance and participation online and in class is expected. Discussion rules are expected to be followed. Missing more than two (2) course sessions will affect your final grade negatively.

2.

Completion of assigned readings by the date due.

3.

Late papers will result in a half-grade reduction per day. No exceptions.

4.

Students who want to resubmit a short paper (e.g. best/worst paper) or midterm for further critique and the possibility of a higher grade can do so under the following conditions: 1) The final grade on the assignment will be an average of the papers submitted. 2) The resubmission will be accepted no later than two weeks after the return of the assignment. (Exception: The final paper cannot be resubmitted). If there are any complaints about my re-grading procedures, this option will be discontinued for all students effective immediately. I have this option in hopes that learning occurs, not to receive more complaints from students.

5.

Students cannot submit work done in ANOTHER class for assignments in this class. All work should be original. If a duplicate paper is submitted, the student will fail that assignment and further action may be taken at the discretion of the instructor.

6.

Papers will receive no points when people plagiarize. (See Graduate Catalogue for plagiarism guidelines). Plagiarism includes but is not limited to: 1) copying others’ work verbatim and NOT properly crediting the person(s). 2) Paraphrasing someone’s idea and NOT giving proper credit to the person(s). In addition to failing the assignment, further actions will be taken at the discretion of the instructor.

4

VI.

7.

In general, incompletes will not be given. If an incomplete is granted, the highest grade that can be achieved in the course is a B.

8.

The syllabus can be changed at the discretion of the instructor(s) given how the course sessions go.

9.

Submit all papers via Blackboard DIGITAL DROP BOX to instructor(s) in addition to submitting ONE (1) hard copy in class.

10.

Cell phones must be turned off or turned to vibrate during class.

11.

The instructor may elect to hold class online if she is not able to meet in person. Students are responsible for checking their NIU e-mail account and Blackboard announcements for instructor announcements.

12.

The instructor may use plagiarism software to detect plagiarism in papers.

13.

The use of Wikipedia as a source in any paper or project will result in failure on that paper or project.

14.

Texting, sleeping, playing on your computer, talking on your cell phone, chatting with each other while I am lecturing and passing notes during class, and coming to class consistently late are disrespectful behaviors in a classroom. Your class participation grade will be affected negatively.

15.

Communication from the instructor will be through your NIU e-mail account. Check your NIU e-mail and Blackboard announcements for course updates/changes.

Assignments (see Blackboard “Assignments” tab for additional instructions on each assignment.) 1.

Best and worst learning experiences: Briefly describe and more importantly analyze your best adult learning experience and your worst adult learning experience. Connect the readings to your experiences. (4 page minimum, double- spaced pages; 1 inch margins). 10 points. (DUE 9/8)

2.

Take home essay exam: This exam covers session 1-7. 25 points (DUE 10/13).

5 3.

Group learning theory presentation: Students will be divided into groups to over the following learning theories: Self-directed learning, transformational learning, critical theory, and feminist theory/pedagogy. Each group will make approximately a one-hour presentation on the theory. Each group will distribute one research-based article to the class. 20 points. (DUE 10/27 or 11/10 or depending on assigned topic).

4.

Research Paper: The purpose of the major research paper is to provide students with the opportunity to critically analyze a specific topic or problem related to the course. Students will be required to undertake SUBSTANTIAL library research and prepare a paper between twenty (20) and twenty-five (25) pages including references (but not including title page, contents page, appendix, etc). The paper needs to be related to some aspect of course material. All topics require approval. (DUE 12/1) 30 points

5.

VII.

Blackboard participation: Participating in all required aspects of and Blackboard sessions. For Blackboard course sessions, you must complete the required Blackboard assignments for the week in the time allotted. These will generally involve reading articles and responding to the discussion board questions in addition to viewing PowerPoints online.15 points

Grading: 90-100: A; 80-89 B; 70-79 C; 60-69 D; Below 60 F

VIII. Best way to communicate with me: E-mail: [email protected]. I do not have remote access to telephone messages left on the office telephone at this time so e-mail is the best way to contact me. I will answer e-mail within 24 hours Monday through Friday and within 48 hours on the weekend. I will check my e-mail at least twice during the day but generally not after 6 pm. IX: ALL Announcements and updates will be on the announcements page on Blackboard. Please check Blackboard every few days.

6 READING SCHEDULE FOR CAHA 501 Session 1: (8/25/2009) INTRODUCTION TO COURSE/ INTRO TO ADULT LEARNING IN CONTEMPORARY SOCIETY • Getting acquainted • Syllabus discussion • Overview of Context and Provision of Adult Learning in Merriam, Caffarella, and Baumgartner (2007) (M, C & B Chapters 1, 2) • PDF Readings: (under week 1 of Course Documents): Vandenbroeck et al. (Digital Divide and Women), Norris and Conceicao (Narrowing the Digital Divide). (Also see videos on informal learning in Week 1). • Blackboard assignment: Answer discussion board questions by class time on 9/1.(See guidelines for discussion board under “Assignments”). Review PowerPoint(s) under Course Documents for this week’s material if you’d like. Session 2: (9/1/2009) INTRO TO ANDRAGOGY AND PARTICIPATION • READINGS: SKIM M, C & B Chapters 1, 2; • Read: M, C & B: Chapters 3 and 4; Baumgartner et. al Adult Learning Theory: A Primer: Lee: Andragogy and Foreign Born Learners: PDF Readings (under week 2 in Course Documents): Knowles reading (The Art and Science of Helping Adults Learn); Wlodkowski (Enhancing Adult Motivation to Learn), Grace: (Striking a Critical Pose), NCES Participation in Adult Education; Higher Education Landscape (link), Video: YouTube Video on Knowles • SIGN UP FOR GROUP PRESENTATION Session 3: (9/8/2009) LEARNING AND DEVELOPMENT (Part 1): • READINGS: M, C & B: Chapter 11, 12; Readings: PDF Readings (under week 3 in Course Documents): Tennant and Pogson (The Life Course as a Social Construct”); Cain (Theorizing the Effects of Class, Gender and Race on Adult Learning); Lee and Johnson-Bailey (Challenges to the classroom authority of women of color); Baumgartner & Merriam: Chan: (“You’re Short Besides”), Leffland (“The Linden Tree”), Dorris (“Groom Service”). ASSIGNMENT DUE TODAY: Best and worst learning experiences paper due today (Remember to submit one copy to the digital drop box AND give me a hard copy in class). ****ON-LINE SESSION FOR 9/15***** Session 4: (9/15/2009) LEARNING AND DEVELOPMENT (Part 2): • READINGS: M, C & B: Chapters 13, 14; 15 • Articles on multiple intelligence http://surfaquarium.com/MI/overview.htm See also Gardner Multiple Intelligence Article in Folder for Session 4 on Blackboard (Adobe Acrobat needed).

7 • • • •

•

TAKE ONLINE MULTIPLE INTELLIGENCE TEST http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_ int/questions/choose_lang.cfm TAKE ONLINE EQ TEST (under Course Documents) PDF Readings (Under Course Documents Week 4): Dirkx: The Meaning and Role of Emotions in Adult Learning (pp. 7-18), Kasworm: Emotional Challenges of Adult Learners in Higher Education (pp. 27-34), Taylor and Lamoreaux: Teaching with the Brain in Mind (pp. 49-59). BLACKBOARD ASSIGNMENT DUE : 1) Answer EACH question on the Blackboard Discussion Board. 2) RESPOND to at least ONE classmate’s comment PER QUESTION. (SEE rubric under course documents to determine an adequate response or at the end of this syllabus). For example, “I agree” is not a sufficient response. View Power Points online.

*****ONLINE SESSION FOR 9/22**** Session 5: (9/22/2009) ADULT LEARNING THEORY AND MODELS (Part 1): • READINGS: M, C, & B: Chapter 7 ; Baumgartner & Merriam: Brown (“Learning to Work”), Martin (“La Torterilla”), Watanabe (“Talking to the Dead”). PDF Readings (under week 5 in Course Documents): Zepke & Leach (Contextualized meaning-making); Hansman: ( Context-Based Adult Learning (pp. 43-52)) •

BLACKBOARD ASSIGNMENT DUE : 1) Answer EACH question on the Blackboard Discussion Board. 2) RESPOND to at least ONE classmate’s comment PER QUESTION. (SEE rubric under course documents to determine an adequate response or at the end of this syllabus). For example, “I agree” is not a sufficient response.

Session 6: (9/29/2009): ADULT LEARNING THEORY AND MODELS: (Part 2): • READINGS: M, C & B: Chapter 5, PDF Readings (under week 6 in Course Documents): Grow (Teaching Learners to Be Self-Directed), Rager (Gender as a context for interpreting self-directed learning experiences of prostate and breast cancer patients), Terry (SDL with undereducated adults), FINAL PAPER PROPOSALS DUE TODAY ****ONLINE SESSION FOR 10/6***** Session 7: (10/6/2009): ADULT LEARNING THEORY AND MODELS (Part 3) READINGS: M, C & B: Chapter 6, 10, PDF Readings (under week 7 in Course Documents): (Cranton: Teaching for Transformation), Moore (Is higher Ed

8 Ready for TL?) Isopahkala-Bouret: (Transformative learning in managerial role transitions), Merriam & Ntseane (Transformational Learning in Botswana: How Culture Shapes the Process). Kilgore (Critical and Post-Modern Perspectives in Adult Learning). • BLACKBOARD ASSIGNMENT DUE : 1) Answer EACH question on the Blackboard Discussion Board. 2) RESPOND to at least ONE classmate’s comment PER QUESTION. (SEE rubric under course documents to determine an adequate response or at the end of this syllabus). For example, “I agree” is not a sufficient response. Session 8: (10/13/2009): OF DALOZ and ETHICS: M, C & B: PDF Readings (under week 8 in Course Documents): Daloz “Beyond Tribalism,”/ Daloz “The Story of Gladys Who Refused to Grow.”), Ethics PowerPoint (under Course Documents). MIDTERM EXAM DUE TODAY Blackboard Assignment: SUBMIT MIDTERM EXAM TO DIGITAL DROP BOX BLACKBOARD BY DUE DATE (10/13/2009). ALSO BRING A HARD COPY TO CLASS. ****ONLINE SESSION FOR 10/20/09**** Session 9: (10/20/2009): NEWER APPROACHES TO ADULT LEARNING: M, C & B: Chapters 8 & 9; Session 10: (10/27/2009): Group Presentations (2) Session 11: (11/3/2009): INSTRUCTOR AT CONFERENCE—PREPARE FOR PRESENTATION/WORK ON PAPER Session 12: (11/10/2009): Group Presentations (2) Session 13: (11/17/2009): INSTRUCTOR AT CONFERENCE—WORK ON PAPERS Session 14: (11/24/2009): THANKSGIVING—NO CLASS Session 15: (12/1/2009): RESEARCH Paper Due/ Course Evals

9

ACADEMIC INTEGRITY Academic integrity is expected of all students. The attempt of any student to present as his or her own work that which he or she has not produced is regarded by the faculty and administration as a serious offense. Students are considered to have cheated if they copy work of another during an examination or turn in a paper or assignment written, in whole or part, by someone else. Students are guilty of plagiarism, intentional or not, if they copy from books, magazines, Internet or other sources without identifying and acknowledging the source(s) (see current Graduate Catalog). If academic misconduct is suspected, the faculty member will follow the “Faculty Guide to Academic Misconduct” issued by the University Judicial Office. DISABILITY Students should inform the instructor as soon as possible so appropriate accommodations can be made. Helpful Blackboard Links for information: Please consult the following sources if you cannot log on to Blackboard or have difficulty with your password. ITS can help you with these issues. Link to Blackboard courses: http://webcourses.niu.edu A word about passwords: Initial/default passwords: •

1. 2. 3. 4. 5.

Students: If your Z-number is between Z097424 and Z900001, your initial password is your birth date in the form of YYYYMMDD. If your Z-number is not in this range, your initial password is the last 6 digits of your student identification number. ITS Frequently Asked questions about Blackboard, password info, logon info, etc. http://www.helpdesk.niu.edu/its/helpdesk/blackboard_support.shtml#what_is_my _blackboard_id If the above link is too hard then just go to http://www.helpdesk.niu.edu On the left side of the page you can click on many options including “Blackboard” and “passwords” If you want to contact ITS via e-mail [email protected] You can also call them at 815-753-8100 If you are not REGISTERED for the course, you may not be able to access Blackboard. Please register for the course.

10