WAYLAND BAPTIST UNIVERSITY
COURSE SYLLABUS
EDUC 5380
Adult Development and Learning
Fall Term 2015
Instructor: Dr. Michael Wolf
Email: wolfm@wbu.edu
Office Phone: 480-747-5944
UNIVERSITY MISSION
… The University has both an academic and a service mission. Its academic mission is to prepare, in a Christian
environment, broadly educated individuals who can move productively into a variety of professions or into further
academic pursuits… The Wayland experience is guided by a dedicated, well-qualified, accessible faculty who value
teaching and learning and exhibit both reverence and enthusiasm for that truth which has its ultimate source in
God.
I.
CATALOG DESCRIPTION
EDUC 5380. “Adult Development and Learning” – Stages of adult development are investigated and the processes
of how adults learn are the focuses of the course. Various developmental passages are considered and strategies
identified to assist the adult in development and self-actualization.
II.
TEXTBOOK
Learning and Change in the Adult Years by Mark Tennant and Philip Pogson Copyright 1995
III. CONTENT OUTLINE
I.
Introduction
II.
Roots of Andragogy
a. Exploring The World Of Learning Theory
b. Theories Of Learning
c. A Theory Of Adult Learning - Andragogy
d. Theories Of Teaching
III.
Advancements in Adult Learning
a. Adult Learning Within Human Resource Development
b. New Perspectives on Andragogy
c. Beyond Andragogy
d. Andragogy in Practice
IV.
Practice in Adult Learning
a. Whole-Part-Whole Learning Model
b. From Teacher to Facilitator of Learning
c. Making Things Happen by Releasing the Energy of Others
d. Some Guidelines for the use of Learning Contracts
e. Core Competency Diagnostic and Planning Guide
f. Training Delivery Problems and Solutions
g. A Model for Developing Employee Work Effectiveness in New Roles and Environments
IV. OUTCOME COMPETENCIES
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1.
The student possesses and draws on a rich knowledge of content, andragogy and technology to provide
relevant and meaningful learning experiences for all students.
2. The student will recognize different learning styles and accommodate those styles in the classroom.
3. To create a learner-centered community, the student collaboratively identifies needs; and plans,
implements, and assesses instruction using technology and other resources.
4. The student will respond appropriately to diverse groups of learners. While acting as an advocate for all
students and the school or business, the instructor/teacher will demonstrate effective professional and
interpersonal communication skills.
5. The student, while serving as a reflective practitioner dedicated to all students’ success, will demonstrate a
commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity.
V.
ATTENDANCE POLICY
This is a directed study – student and instructor will meet as needed.
VI. EVALUATION
1.
2.
3.
4.
5.
4 Journal Reviews
Internet Research Project
10-12 page paper or 1 Book Review
Chapter Reviews and Presentations
Final Exam
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VII. GRADING
A. Grading Scale
A
B
C
D
F
90 – 100
80 – 89
70 – 79
60 – 69
Below 60
ALL LATE ASSIGNMENTS WILL RECEIVE A MAXIMUM LETTER GRADE OF ‘B’. Few exceptions will be made
as students have all of the assignments the first day of class.
VIII. ACADEMIC HONESTY
University students are expected to conduct themselves according to the highest standards of academic honesty.
Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as illicit
possession of examinations or examination materials, forgery, or plagiarism and shall be dealt with according to
University policy.
.
IX. SERVICES FOR THE DISABLED
It is university policy that no otherwise qualified disabled person be excluded from participation in, be denied the
benefits of, or be subject to discrimination under any educational program or activity in the University.
X. READING LIST
The Skilled Facilitator – Swartz
Leading Change – Kotter
Developing Adult Learners : Strategies for Teachers and Trainers – Taylor, Kathleen
Any book by Raymond J. Wlodkowski or Malcolm Knowles (other than the textbook)
How People Learn: Brain, Mind, Experience, and School by John D. Bransford
Any text listed in the course textbook bibliography (student’s choice)
Class Meetings: September 4, 2015 5:30-8:30
September 5, 2015 8:30-3:00
October 23, 2015 5:30-8:30
October 24, 2015 8:30-3:00
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