ES 781: CapstoneDeveloping and Assessing Programs for Adults
Syllabus
Instructors: Bob Hollon, Mickey Kolis, Sue McIntyre
Office:
Brewer 283
Phone:
(715) 836-5963, (715) 836-4960, (715) 836-4213
Fax:
(715) 836-5099
E-Mail:
hollonre@uwec.edu, kolismk@uwec.edu, mcintsr@uwec.edu
Description:
This on-line course requires learners to design or redesign a course or program for adult
learners in a professional setting of implementation quality. The program must be grounds in
research and practice from adult learning principles and coursework. It is intended to be a
capstone course as the successful completion of this course results in a Certificate in Adult
Learning.
Prerequisites: ES 776,778, 779, 780
Course Objectives:
The participants will:
1. Learn about classic and naturalistic program planning for adults including major
learning theorists in both pedagogy and andragogy ,
2. Compare and contrast program planning models,
3. Be able to use backward planning to design programming for adult learners,
4. Be able to use learning cycle lessons to design units of program plans,
5. Learn about motivational strategies for adult learners,
6. Learn about and use needs assessments for diverse adult learners,
7. Be able to differentiate instruction for diverse adult learners, and
8. Create an adult learning episode demonstrating effective consideration of the
principles for adult learning.
Texts:
See Core Bibliography
Course Requirements:
1. Completion of design or redesign of an adult learning program, and
2. Completion of the capstone paper.
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Technology Requirement:
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High-speed internet connection capable of supporting advanced web browser, audio and
video-conferencing.
Web-cam
Skype or equivalent web-conferencing software
Evaluation:
Attendance /On-Time Policy: Your attendance online is expected to meet task deadlines. Class work is
to be completed and turned in on-time. Failure to participate in scheduled online meetings or work
turned in late will impact student grades. Late work will result in a one letter grade drop per week.
Course grades will be assigned at the end of the semester using the following scale:
90% - 100%
A
80% – 89%
B
70% - 79%
C
Less than 70%
Incomplete Policy: An incomplete may be granted when, for some reasons acceptable to the
instructor, a student has been able to complete a portion of a course in the normal time
period. Both the incomplete grade and the final grade will appear on the record.
Students with Disabilities:
The University of Wisconsin- Eau Claire abides by the Americans with Disabilities Act (ADA).
Students needing special accommodations should contact the instructor and contact Services
for Students with Disabilities Office (836-4542).
Accommodations: Any student who has a disability and is in need of classroom
accommodations, please contact the instructor and the Services for Students with Disabilities
Office in Old Library 2136 at the beginning of the semester.
Civility: As members of this class, we are members of a larger learning community where
excellence is achieved through civility. Our actions affect everyone in our community. Courtesy
is reciprocated and extends beyond our local setting, whether in future jobs, classes, or
communities. Civility is not learned individually, it is practiced as a community.
Academic Integrity: I consider any academic misconduct in this course as a serious offense,
and I will pursue the strongest possible academic penalties for such behavior. The disciplinary
procedures and penalties for academic misconduct are described on the UW-Eau Claire Dean
of Students web site (http://www.uwec.edu/dos/Codes/ch14.htm ) in Chapter UWS 14—
Student Academic Disciplinary Procedures.
Religious Accommodations: Students who need to be absent from class due to the
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observance of a religious holiday or participate in required religious functions must notify the
faulty member in writing as far in advance of the holiday/obligation as possible. Students will
not be penalized for missing class due to religious obligations/holiday observance. The
student should contact the class instructor to make arrangements for making up
tests/assignments within a reasonable time.
Non-discrimination: UW-Eau Claire’s policy prohibits discrimination based on race, sex, age,
religion, national origin, disability, sexual orientation, gender identity or expression, veteran
status, and any other category protected by applicable law. Violations of this policy may result
in disciplinary action.
Accommodations for English Language Learners: In courses that require tests (in which the
primary language of instruction and assessment is English) to be taken during class time,
students who are non-native speakers of English may request extended test-taking time (time
and a half). To determine eligibility, English proficiency is evaluated by the Academic Skills
Center (for U. S. permanent residents/citizens) or by the Department of Foreign Languages
(for international students). Students approved for the accommodation are given a verification
form to present to their course instructors. Students must provide verification during each
semester at least one week before the test for which accommodation is needed. Verification is
valid for one semester.
The accommodation policy does not apply to other forms of evaluation (e.g., papers, projects,
group presentations) or to situations in which students must demonstrate clinical or similar
skills. (Senate approved policy)
Course Design:
The candidate for the Graduate Certificate will choose an advisor with which to work through
the requirements of this 6-week capstone course. Each of the following parts of the capstone
product will be due to the advising professor at each week’s end. The completed project and a
capstone paper will be due at course end.
Week One: Using backward design, what will the final product look like? (entire curriculum,
workshop, webinar, evaluation system, etc.)
Week Two: What assessments will be used at the end of the program to ensure that the goals
have been met? Formal and informal assessments/evaluations are due.
Week Three: What is the program scope and sequence that will yield the planned outcomes
of the completed program for the learners?
Week Four: What is the actual day by day plan for the instruction, including detailed
description, lesson plans and evaluations?
Week Five: What is the implementation plan for the program and demonstrated
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responsiveness to stakeholders?
Week Six: Program product due, along with a capstone paper with the following outline:
1. What specific adult learning principles are exemplified in the programming?
2. How does the program design attend specifically to the needs of the learners for which
the program has been designed?
3. What assessments have been included to assure program success for both program
improvement and stakeholder feedback?
4. How does the scope and sequence of the program meet the needs of the learners?
5. What program learning activities are designed specifically to achieve the planned
program and learner outcomes?
Core Bibliography:
Books:
ArDavis, G. A., (2004). Creativity is Forever. Dubuque, IA: Kendall/Hunt Publishing.
Cross, P. (1981). Adults as Learners. San Francisco: Jossey-Bass.
Caffarella, R. & Merriam, S. (1999). Learning in Adulthood 2nd Edition. San Francisco:
Jossey-Bass.
Caffarella, R.S. (2002). Planning Programs for Adult Learners: A Practical Guide for
Educators, Trainers, and Staff Developers. 2nd Edition. San Francisco: Jossey-Bass.
Cranton, P. (1994). Understanding and Promoting Transformative Learning. San Francisco:
Jossey-Bass.
Dick, W, Carey, L., & Carey, J. (2001). The systematic design of education. Boston: Allyn
and Bacon.
Glasser, W., (1998). Choice Theory. New York, NY: HarperCollins Publishing.
Lencioni, P. (2002). The 5 Dysfunctions of a Team. San Francisco: Jossey-Bass.
McTighe, J. and Zmuda, A. (2007). Leading by Design. Alexandria, VA: Association for
Supervision and Curriculum Development.
Merriam, S.B. , Caffarella, R.S. & Baumgartner, L.M. (2000). Learning in Adulthood: A
Comprehensive Guide. SanFrancisco: Jossey-Bass.
Militello, M., Rallis, S. & Goldring, E. (2009). Leading With Inquiry and Action: How
Principals Improve Teaching and Learning. Thousand Oaks, CA: Corwin Press
Rubin, H. (2009). Collaborative Leadership (2nd ed.). Thousand Oaks, CA: Sage.
Wlodkowski, R.J. (2008). Enhancing Adult Motivation to Learn: A Comprehensive Guide for
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Teaching All Adults. 3rd Edition. San Francisco: Jossey-Bass.
Wheatley, M. J., (1999). Leadership and the New Science. San Francisco, CA: Berrett-Koehler
Publishers.
Partial List of Online Resources
Concerns-based Adoption Model: http://www.sedl.org/cbam/
Connecticut Core Curriculum Development Model:
http://www.sde.ct.gov/sde/lib/sde/pdf/Curriculum/Curriculum_Development_Guide_2009.pdf
Course Design Resources:
http://teachinglearningresources.pbworks.com/w/page/19919548/Course%20Design
Curriculum Evaluation Link Set from Purdue University:
http://www.education.purdue.edu/assessmentcouncil/Links/Index.htm
Knowing What Students Know: The Science and Design of Educational Assessment
http://books.nap.edu/catalog.php?record_id=10019
National Science Foundation Online Educational Evaluation Resources:
http://oerl.sri.com/module/index.html
Peabody College Research institute, Vanderbilt University:
http://www.peabody.vanderbilt.edu/pri.xml
Performance Assessments for Adult Education:
http://books.nap.edu/openbook.php?isbn=0309084539
Scientific Research in Education: http://www.nap.edu/openbook.php?isbn=0309082919
Articles:
Bash, L. (2003). What serving adult learners can teach us: The entrepreneurial response.
Change, 35(1), 32-37.
Beaudin, B. P., & Williams, R. E. (1990). Improving human performance: Applying adult
learning principles to enhance meetings. Performance and Instruction, 29(9), 7-11.
Bonner, J. (1982). Systematic lesson design for adult learners. Journal of Instructional
Development, 6(1), 34-42.
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Boulton-Lewis, G. , Wilss, L. , & Mutch, S. (1996). Teachers as adult learners: Their
knowledge of their own learning and implications for teaching. Higher Education, 32(1), 89106.
Brookfield, S. (1992). Why can’t I get this right? Myths and realities in facilitating adult
learning. Adult Learning, 3(6), 12-15.
Boznak, B. J. (2012). Transformative Learning in Practice: Insights From Community,
Workplace, and Higher Education. Adult Education Quarterly, 62(1), 94-96.
Brookfield, S. (2009). Engaging critical reflection in corporate America. In J. Mezirow, E.
Taylor, & Associates (Eds.), Transformative learning in practice: Insights from community,
workplace and higher education (pp. 125-135).
Brown, A. , Cervero, R. , & Johnson-Bailey, J. (2000). Making the invisible visible: Race,
gender, and teaching in adult education. Adult Education Quarterly, 50(4), 273-288.
Carpenter, S. (2012). Centering Marxist-Feminist Theory in Adult Learning. Adult Education
Quarterly, 62(1), 19-35.
Cason, R. L. (1993). Some (Possibly Controversial) Suggestions for Teaching Adults. Financial
Practice And Education, 3(1), 61-63.
Cohen, M. (1979). Adult students in public school classes. The Clearing House, 52(6), 272-275.
Coker, A. (2003). African american female adult learners: Motivations, challenges, and coping
strategies. Journal of Black Studies, 33(5), 654-674.
Colley, H. (2005). From Teaching to Mentoring: Principle and Practice, Dialogue and Life in
Adult Education. Studies In The Education Of Adults, 37(1), 85-86.
Cooperman, R. (2011). Mastery learning in the adult classroom. T+D, 65(6), 52-57.
Cornelius, S. , Gordon, C. , & Ackland, A. (2011). Towards flexible learning for adult learners
in professional contexts: An activity-focused course design. Interactive Learning Environments,
19(4), 381-393.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for
educators of adults.
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Cranton, P. (2009). From tradesperson to teacher: A transformative transition. In J. Mezirow, E.
Taylor, & Associates (Eds.), Transformative learning in practice: Insights from community,
workplace and higher education (pp. 182-190).
Cray, E. , & Currie, P. (1996). Linking adult learners with the education of l2 teachers. TESOL
Quarterly, 30(1), 113-130.
Dirkx, J. (2001). Images, transformative learning and the work of the soul. Adult Learning,
12(3), 15-16.
Deggs, D. (2011). Contextualizing the perceived barriers of adult learners in an accelerated
undergraduate degree program. Qualitative Report, 16(6), 1540-1553.
Donaldson, J. ,& Townsend, B. (2007). Higher education journals’ discourse about adult
undergraduate students. The Journal of Higher Education, 78(1), 27-50.
Draper, J. (1992). The dynamic mandala of adult education. Convergence, 25(4), 73-82.
Eldred, M. , & Johnson, J. (1977). Adult students in the university without walls. The Journal of
General Education, 29(2), 81-88.
Ferro, T. (1996). Facilitating adult learning. Adult Learning, 8(1). 7.
Fraser, W. , & Hyland-Russell, T. (2011). Searching for sophia: Adult educators and adult
learners as wisdom seekers. New Directions for Adult & Continuing Education, 25-34.
Güerere, C., & Young, W. (2012). Contemporary Theories of Learning: Learning Theorists …
In Their Own Words. Adult Education Quarterly, 62(1), 91-92.
Kelsall, R. (1976). Adult students: Education, selection and social control. The British Journal
of Sociology, 27(1), 108.
Kuh, G. , & Ardaiolo, F. (1979). Adult learners and traditional age freshmen: Comparing the
"new" pool with the "old" pool of students. Research in Higher Education, 10(3), 207-219.
Kulik, C. (2008). Common goals and golden opportunities: Evaluations of diversity education
in academic and organizational settings. Academy of Management Learning & Education, 7(3),
309-331.
Lorenzetti, J. (2011). Understanding prior learning assessment: A key to the adult student
market. Distance Education Report, 15(22), 1-7.
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Lorenzetti, J. (2011). Prior learning assessment for adult students. Recruitment & Retention in
Higher Education, 25(12), 3-4.
Lynch, A. , Doyle, R. , & Chickering, A. (1985). Model programs for adult learners in higher
education. The Phi Delta Kappan, 66(10), 713-716.
Merli, C. (2011). Effective training for adult learners. Professional Safety, 56(7), 49-51.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (3rd ed.).
Mezirow, J. (2000a). Learning to think like an adult. In J. Mezirow (Ed.), Learning as
transformation: Critical perspectives on a theory in progress (pp. 1-33).
Newman, M. (2012). Calling Transformative Learning Into Question: Some Mutinous
Thoughts. Adult Education Quarterly, 62(1), 36-55.
Richardson, J. , & King, E. (1998). Adult students in higher education: Burden or boon?. The
Journal of Higher Education, 69(1), 65-88.
Rosenberg, H. , Reed, S. , Statham, A. , & Marienau, C. (2008). Civic educational participation:
An analysis of adult learners' experiences. Conference Papers -- American Sociological
Association, 1-21.
Ross-Gordon, J. (2002). Effective teaching of adults: Themes and conclusions. New Directions
for Adult & Continuing Education, 85-91.
Vesta, F. (1953). Evaluation of several teaching methods by adult students. The Journal of
Educational Research, 46(9), 659-671.
White, P. (2012). Modeling the “learning divide”: Predicting participation in adult learning and
future learning intentions 2002 to 2010. British Educational Research Journal, 38(1), 153-175.
Wolfgang, M. , & Dowling, W. (1981). Differences in motivation of adult and younger
undergraduates. The Journal of Higher Education, 52(6), 640-648.
Susan R. McIntyre, Ph.D.
mcintsr@uwec.edu
Education Studies
University of Wisconsin-Eau Claire
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COMPREHENSIVE COURSE OUTLINE
I. COURSE JUSTIFICATION for ES 780: Capstone-Developing and Assessing Programs for Adults
A. Educational Objectives/Outcomes.
The participants will:
9. Learn about classic and naturalistic program planning for adults including major learning
theorists in both pedagogy and andragogy ,
10. Compare and contrast program planning models,
11. Be able to use backward planning to design programming for adult learners,
12. Be able to use learning cycle lessons to design units of program plans,
13. Learn about motivational strategies for adult learners,
14. Learn about and use needs assessments for adult learners,
15. Be able to differentiate instruction for adult learners, and
16. Create an adult learning episode demonstrating effective consideration of the principles
for adult learning.
B. Relationship to Curriculum.
ES 780 is a new course that responds to demands by professionals working in non-school educational
settings for graduate level opportunities to develop course and program development and evaluation
expertise. It is intended to be a capstone course for four others:
1st
2nd
3rd
4th
5th
Total:
ES776
ES777
(*new)
ES778
(*new)
ES 777
(*new)
ES780
(*new)
Teaching Adult Learners (3 cr.)
Developing, Evaluating and Sustaining
Collaborative Programs (3 cr.)
Organizing Instruction (3 cr.)
Working Effectively with Adults (3 cr.)
Capstone: Developing and Assessing
Programs for Adults (3 cr.)
15 cr.
C. Potential Duplication. No evidence of course or content duplication was identified in reviewing
existing COEHS graduate courses.
D. Targeted Student Population. Advanced professionals with responsibilities for educational program
management, assessment and evaluation such as technical school program coordinators, health care
education program managers, business staff development managers.
E. Registration Restriction Rationale. No registration restrictions are proposed
F. Credit Restriction Rationale. No credit restrictions are proposed.
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G. Service-Learning Designation. N/A
H. Cultural Diversity Designation. N/A
I. Foreign Culture Designation. N/A
J. Interdisciplinary Studies (IDIS) Designation. N/A
K. Wellness Theory Designation. N/A
L. General Education Program Designation. N/A
M. Honors Program Designation. N/A
II. COURSE CONTENT
A. Scheduled Periods of Instruction. The proposed course is designed to be completed entirely online
in six weeks rather than the traditional 15-week semester to accommodate the needs of full time
professionals not enrolled in graduate degree programs. It is anticipated that participants will
invest approximately 20 hours per week. The capstone is designed much like a scholarly paper; that
is, a faculty member will serve as a mentor on a project that is intended for the participant to design
curriculum for adult learners in the context of their profession or discipline. The project will be
designed by the participant and the mentoring faculty member.
B. Master Course Syllabus.
See first 8 pages of this document.
Liberal Education Learning Goals are not applicable.
Learning resources are listed in the course syllabus. Additional bibliographic information is included as
an appendix
C. Proposed Class Size. 12 – 15 graduate students.
D. Writing Requirements. Extensive professional writing is central to the course given the online
format. All submissions for evaluative purposes are expected to conform to the publication standards of
the student’s professional environment.
E. Diversity Content. Varies according to participant needs
F. Gender Content. Varies according to participant needs
G. Graduate/Undergraduate Differentiation. N/A
III. EVALUATION
A. Instruction Evaluation. Evaluation of instruction will be completed according to the provisions of the
Education Studies Department Evaluation Plan and the procedures of the Continuing Education Office
using approved student rating of instruction surveys, Continuing Education program evaluation surveys
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and meetings between students and Continuing Education staff. Evaluation procedures are completed
each time the course is offered.
B. Frequency of Instruction Evaluation. Each time the course is offered.
C. Content /Pedagogical Evaluation. Included above. Surveys and group meetings include items
specific to the course content, instructional resources, modes of instruction, and methods by which
participant learning is assessed and evaluated.
D. Frequency of Content/Pedagogical Evaluation. Included above.
IV. RESOURCES
A. Facility Needs. Online resources are adequate
B. Materials/Equipment Needs. Students will need access to internet capable systems with high-speed
connections. A typical desktop or laptop computer is sufficient. Web-cam enabled systems with
microphone and conferencing software (e.g., Skype) are preferred.
C. Library/Media/Computing Needs. Adequate for intended audience and course expectations.
D. Qualified Instructors. Dr. Robert E. Hollon; Dr. Michael Kolis; Dr. Susan McIntyre
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