SYLLABUS
WED 486-909 Adult Learning
Dear Students:
Welcome to WED 486 – Adult Learning! I am looking forward to facilitating this class
and hope that you will gain insight from the experience.
This syllabus modifies the WED 486 syllabus available online into a format that provides
details and information about the required assignments in a chronological order.
Instructor Information:
Name:
Jane Kessler, Ed.M
Phone #:
H: (253) 584-8893
W:(253) 967-6916
E-Mail:
[email protected]
[email protected]
Class Sessions:
Weekend 1: May 2 & 3, 2015 (Classroom Session)
Weekend 2: May 16, 2015 (Classroom Session) & January 25, 2015 e-Learning (No
class)
Weekend 3: May 30, 2015 (Classroom Session) & February 8, 2015 e-Learning (No
class)
Weekend 4: June 13 & 14, 2015 (Classroom Session)
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 that are applied to adult 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 development challenges of adulthood including career, family,
and aging concerns.
3. Comprehend the essential differences between pedagogy for children and
andragogy for adults.
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SYLLABUS
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 the various learning theories.
7. Demonstrate instructional methods that apply adult learning theory and principles.
Course Readings
Required Text(s):
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood;
A Comprehensive Guide, 3rd Ed. San Francisco: Jossey-Bass.
American Psychological Association. (2010) 6th Edition, Publication Manual of the
American Psychological Association. Washington, DC
Course Requirements: Assessment of student performance will be based on the
following requirements:
1) Group
Presentation/Instructional
Session.
Group
Presentation/Instructional Session. Student groups will select 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)
2) 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. (The five, 1 to 2 page papers will be compiled and presented as one
complete document written using APA Style (6th ed.) (100 points total, 20
Points each)
3) Research Paper. A research paper based on a selected adult learning
theory, 8-10 pages maximum for the Main Body, not to include the Title
Page, Abstract or Reference Sheet. (Written using APA Style (6th ed.) (200
Points)
4) Research Paper Presentation. Prepare a 10-15 minute presentation and
visual aid (1 to 2 Power Point slides) based on your research topic that
provides information and applications the class group may find useful.
(100 Points)
5) 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)
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6) Final Exam. An exam based on information presented by the instructor
and students during presentations, text, readings and class discussions.
This exam will be given on the last day of class. (100 Points)
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 8:00am to 3:50pm with a ten minute break on the hour and
lunch from 11:50am to 1:00pm. Class attendance will be taken for every morning and
afternoon session. 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 prior to or as soon as possible after an absence.
Academic Integrity Policy
Academic integrity involves a student’s obligation to act with honesty and to respect the
rights of others 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.
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. 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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Grading 800 Total Points
A = 720 to 800 points (90% - 100%)
B = 640 to 719 points (80% - 89%)
C = 560 to 639 points (70% - 79%)
D = 480 to 559 points (60% - 69%)
F = 479 points and below (0 – 59%)
Grading Policy
Late Assignments: 20% reduction in points if late.
Assignments: Chapter Presentation(s) (Team), Reflection Paper, Research Paper, and
Research Paper Presentation. The following is the Rubric for each assignments.
1. Chapter Presentation/Instructional Session (200 Points) Presentations will be
held on May 16 and May 30, 2015:
Group Presentation/Instructional Session. In groups develop a Lesson Plan, Power
Point presentation and an associated activity (quiz, discussion, game, test, etc.) on
your assigned text chapters. The 50 (or plus) minute presentation will capture the
themes, insight and essential evidence supporting these themes. Teams will
present this presentation utilizing sound adult educational principles.
Course Topics
Module 1: Adult Learning and the Adult Learner
Module 2: Theories and Models of Adult Learning
Module 3: Contemporary Approaches to Adult Learning
Module 4: Adult Development & Cognitive Development
Module 5: Intelligence & Cognition
Chapters 1, 2, & 3
Chapters 4, 5, 6, & 7
Chapters 8, 9 & 10
Chapters 11, 12 & 13
Chapters 14, 15 & 16
Criteria include:
 Identification of the big picture as well as the details in the chapter.
 Application of motivational and instructional design principles and
presentation techniques. This is a lesson, not a briefing.
 Ensure the team presentation techniques demonstrate knowledge of the
chapter. Teams provide examples of chapter concepts and lead discussions
with the class.
 Create an associated activity to capture the content of the chapter and deliver
to the class.
 Distribute electronic or paper copies of the Power Point slides to all students.
 Hand in copies of slides and presentation materials to the Instructor at the
beginning of the presentation. This will be in the form of a team notebook
comprised of the Lesson Plan, Power Point Presentation/Slides (with speakers
notes), Associated Activity (if team used an activity requiring answers, ensure
answer sheet is with the activity/test) and any other informational handout that
was used.
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Part B: Presentation:
Present the Chapter Power Point Lesson to the class in accordance with the class
schedule.
a) This is a professional presentation similar to one usually made in a
business training environment. Dress the part.
b) Demonstrate expertise, empathy, enthusiasm, clarity and cultural
responsiveness (see Chapter 3 of Enhancing Adult Motivation To
Learn).
c) Teams should provide examples of chapter concepts and lead
discussions with the class. Do not merely read Power Point slides.
Many students use additional source information to enrich their
presentations.
d) Email or hand out copies on the Power Point presentation prior to
the presentation to all Class Members.
e) Provide the Instructor with all presentation materials, to include
lesson plan, Power Point Presentation, test and test answers, and/or
game if part of the presentation with answers. This material will be
presented in a folder/binder prior to the group presentation to the
Instructor. (See Criteria)
f) Encourage discussion and do your utmost to encourage student
interactivity and participation. Engage the class!
2. Reflection Papers (100 Points total) – Due May 16, 20156 (To be turned in at class
to the Instructor)
Complete five, 1 to 2 page papers (20 points each) that represent thoughtful comments
and statements of concern as they relate to the following questions:
Question 1: As an adult learner, what do you perceive to be your barriers to
learning? List and discuss using a mind map. Refer to the Power Point on Mind
Map in the course content folder. This particular Question will be 2 pages.
Question 2: As an adult learner, think of an individual who you would
identify as the best instructor and the instructor you consider the worst.
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: Where do you think you stand as an adult educator with regard
to the Five Pillars of motivation identified by Wlodkowski (expertise,
empathy, enthusiasm, clarity and cultural responsiveness)? Discuss your
strengths and areas of improvement with regard to these Five Pillars.
Question 4: 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. Find an article on mentoring that supports your perspective. Credit
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SYLLABUS
Source (APA Chapter 6) and Reference Examples (APA Chapter 7). Your article
will be handed in and included with this assignment.
Question 5: As an adult educator, what challenges do you foresee in dealing
with adults with learning disabilities? How do you see yourself handling a
teaching-learning scenario where there are individuals with learning
disabilities in a mixed group? Find an article on teaching adults with learning
disabilities that provides some strategies you might use with this type of learner.
Credit Source (APA Chapter 6) and Reference Examples (APA Chapter 7). Your
article will be handed in and included with this assignment.
Use APA Format/Style. Title Page, Abstract, Body (answering questions 1-5) and
References
3. Research Paper (200 Points) - Due May 30, 2015 (Email to instructor and hard
copy handed in to the Instructor on May 30th.)
Write a research paper based on an adult learning theory selected from the list below
(first come, first serve). Approval of each topic chosen will be given by the course
professor prior to the beginning of your research on the first weekend of the course. Final
papers must be 8-10, double-spaced pages, not including the Title Page, Abstract or
Reference List, using a maximum 12-point font (Times New Roman).
Assignment Guidelines: A perfect 200-Point score requires the following:
 Topic is important for adult educators
 Research question/problem statement is clear
 Ideas that flow smoothly from paragraph to paragraph
 Ideas are related to the topic
 Conclusions that are drawn appropriately
 Recommendations that are clear, appropriate, and feasible
 APA style is used correctly
 Four resources are utilized (minimum of 3 articles; websites acceptable).
 Properly formatted Reference List
 Little to no misspelled words or grammatical errors exist
10 points will be deducted for each of the following:
 Topic not a relevant issue for adult educators
 Research question/problem statement is not clear
 Ideas are unorganized and do not flow smoothly from paragraph to
paragraph
 Ideas are unrelated to the topic
 Conclusions are not consistent with the discussion
 Recommendations are incongruent
 APA style is used incorrectly
 Less than four resources are utilized
 Reference list is missing
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SYLLABUS
 Properly formatted reference list
 Multiple misspelled words and/or grammatical errors
Topic List for the Research Paper Assignment:
1. Using Games, Simulations, and puzzles
2. Case Based Learning
3. Inquiry Learning
4. Learning and Forgetting Curves
5. Operant Conditioning: Thorndike
6. Social Learning: Bandura
7. Gestalt Learning
8. Analyze Age and Cognitive Function
9. Adult vs. Child Learning
10. Learning Style Inventories
11. Learning Contracts
12. How To Avoid Test Anxiety
13. Andragogy vs. Pedagogy
14. Learning from Mentors
15. Self Directed Learning
16. Pros and Cons of Online Learning
17. Study Habits
18. Interactive Lectures
19. Assessing and Grading Group Work
20. Influence of Culture on Learning and Motivation
21. Barrier to Learning
22. Online Learning
4. Research Paper Presentation (100 Points) Presentation - Due June 13, 2015
Prepare a 10-15 minute presentation and visual aid based on your research topic that
provides information and applications the class group may find useful.
5. Final Examination (100 Points) Sunday June 14, 2015
6. Participation (100 Points)
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 counterpoint that results in attitude formation and concept development.
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SYLLABUS
The foundation of learning is an 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.
This is a discussion and presentation–based course. Students are expected to attend class,
come prepared by having read the readings for the class, and participate in the
discussions and presentations.
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