Department of Educational Policy Studies
Education North 7-104
Course Outline
Course Name and Section Number:
Term:
Fall
EDPS 521 X1
Adult Learning and Development
Winter
Spring
Summer
Course Dates and Location:
Tuesdays
6:00 to 8:50 pm
September 13 to December 6
Instructor Name:
Donna Chovanec, Ph.D
Office room:
Office Phone number:
7-144 Ed N
Year: 2005
Room: 7-102 Ed N
(780) 492-3690
Instructor’s e-mail address:
donna.chovanec@ualberta.ca
Instructor’s website address:
www.ualberta.ca/~chovanec/chovanec.htm
Instructor’s office hours:
Tuesday 4:00 to 6:00
By appointment
Course information is also available through WebCT at http://www.ualberta.ca/webct/ under
"Course Listing", or https://vista.srv.ualberta.ca, and click on "University of Alberta." Use your
login and password to enter.
Required Textbook and Readings
Mackeracher, Dorothy. (2004). Making sense of adult learning (2nd ed.). Toronto: University
of Toronto Press.
Baumgartner, Lisa & Merriam, Sharan B. (Eds.) (2000). Adult learning and development:
Multicultural stories. Malabar FL: Krieger.
Course reading package (available at Campus Copy Centre)
DC/521/September 12, 2005
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Course Objectives and Content
This is a core course in the masters program in adult education. In this course, we will
examine key issues in adult learning and development through a combination of story and
theory. We will look at sociological, philosophical, psychological theories. A major
component will be the exploration of diversity.
At the end of the course students will:
 demonstrate ability to critically analyze theories of learning and development
 have clearer and theoretically grounded ideas about their own development and learning
processes
 appreciate the diversity of development and learning processes among adults
 be familiar with a range of theoretical literature that considers the diversity of adult
development and learning processes
Being an early course for many masters students, students will also:
 become familiar with the U of A library system, literature search strategies, and related
software
 learn to properly reference a paper using APA format
 recognize and demonstrate the relationship between theory and personal story in
academic work
Evaluation criteria
Personal narrative (30%)
 Part A: Description due Sept. 27
 Part B: Analysis due Oct. 4
Group project (30%)
Due on assigned dates
 Part A: Annotated bibliography (10%)
 Part B: Class presentation and paper (20%)
Final paper (40%)
Due December 6
Topic negotiated with instructor
Application of the University grading system (GFC 29 Sept 2003)
As per Section 23.4 University of Alberta calendar.
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Class Schedule
Note: Readings should be done in advance of class. Readings from course texts are in bold.
1. September 13: Introduction to adult learning and development
Introductions, course overview
Overview of adult education
Philosophies of education
Introduction to narratives
Handouts:
Philosophy of Adult Education Inventory
Philosophies of education chart
2. September 20: Personal learning and development narratives
Review readings
Personal narrative presentations (bring artefacts if desired)
Readings:
Mackeracher, Chapt. 1 & 2
Merriam & Cafarella, Chapt. 11
Rossiter
Zinn
3. September 27: Mainstream perspectives
Review mainstream theories and perspectives on adult learning and development
Assignment due: Personal Narrative Part A
Readings:
Mackeracher, Chapt. 3 & 4
Bee, Chapt. 2 & 12
Handouts:
Learning style inventories
4. October 4: Introduction to diversity
Mainstream perspectives continued
Introduce diversity issues in adult learning and development
Form four project groups around diversty issues
Assignment due: Personal Narrative Part B
Readings:
Mackeracher, p. 192-201
Baumgartner & Merriam, Preface and La Tortillera
Clark & Cafarella
Fenwick & Tennant
Bateson, Chapt. 3
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5. October 11: Library session A
Group A & B: Library session (Jacquie) and group work
Group C & D: Film Educating Rita
6. October 18: Library session B
Group A & B: Film Educating Rita
Group C & D: Library session (Jacquie) and group work
7. October 25: Gender
Review theories regarding women’s learning and development
Film Women of Summer
Readings:
Mackeracher, Chapt. 8
Baumgartner & Merriam, Flip flops and Piecework
Belenky et al., Introduction
Flecha, Chapt. 3
Hart, Chapt. 7
Hayes et al., Chapt. 1 & 2
8. November 1: Class, sexuality
Review readings that consider relationship of class and sexuality to adult learning and
development
Readings:
Baumgartner & Merriam, A sistah outsider and The Linden Tree
Edwards & Brooks
Flecha, Chapt. 1
Grace & Hill
Nesbitt
Rich
9. November 8: Race, ethnicity, culture
Review readings that consider relationship of race, ethnicity, and culture to adult learning
and development
Readings:
Mackeracher, Chapt. 6
Baumgartner & Merriam, Dear Aunt Nanadine and What I know from noses
Alexie
Chavez & Guido-DiBrito
Chen (to be provided in class)
Guo
Rowland
Shore
10. November 15: Library refresher and group presentations
One hour library session (Jacquie)
2 group presentations
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11. November 22: Trauma and group presentations
Review readings that consider effect of trauma on adult learning and development
2 group presentations
Readings:
Chovanec, Between finding…
Ing
12. November 29: Transformation and change 1
Introduce theories re: transformation and change in adult learning and development
Readings:
Allman
Bateson, Chapt. 6
Brookfield, Chapt. 1 & 2
Cranton
Hart, Chapt. 3
Scott
13. December 6: Transformation and change 2
Application of theories re: transformation and change in adult learning and development
Review and wrap up
Assignment due: Final paper
Readings:
Chovanec, Chapt. 5
Foley, Chapt. 4
Freire
Hill, Wilson & Watson
Lange
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Assignments
1. Personal narrative (30%)
Part A: Description due September 27
Write 5 to 10 double-spaced pages in which you explore your personal learning and
development. You may use any medium, or combination of media, that helps you to express
this aspect of your life, i.e., prose, poetry, song, drawings, photos.
Note: You will have 15 minutes to informally present highlights of your personal narrative
(including artifacts, if desired) to a group of your classmates on September 20.
Part B: Analysis due October 4
Write 5 to 10 double-spaced pages in which you compare and critique the mainstream
perspectives of learning and development covered in the readings against your personal
experience of learning and development.
I will evaluate this two-part assignment based on your ability to:
 describe your experience
 reflect upon your experience
 compare your experience to the readings
(a) reflecting further upon your own experience and
(b) critically analyzing the usefulness/relevance of the theories to your experience
 integrate the readings (including relevant quotes) into your analysis
2. Group project (30%)
Due on assigned dates
In the fourth class, you will form groups of 4-5 students to do library research on a specific
topic selected by the class. The topic will be an identified diversity issue, You will research
its relationship to adult learning and development. With the assistance of the library sessions,
collectively develop the following:
Part A: Annotated bibliography (10%) of 8-10 references that you have reviewed and
judged to be relevant and credible in the topic area. It should be both descriptive and
analytical/critical. These will form part of a shared database of reference material on adult
learning and development. ALSO, select one article on your topic area to photocopy for the
class. You may wish to distribute it for reading in advance of your presentation. Due: on
presentation dates (November 15 or 22).
Part B: Class presentation and paper (20%). Prepare a one hour presentation, including
facilitated discussion with the class, on your topic area. Write a properly referenced 1000
word paper (double-spaced) on the topic area to share with the class. Alternatively, you
might submit a MS PowerPoint presentation with well-articulated and referenced notes (also
1000 words). Due: one week following presentation.
Evaluation criteria is attached.
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3. Final paper – Selected topic (40%)
Due on final day of class (December 6)
Write a paper of approximately 5000 words on a topic of your choice related to adult learning
and development (negotiated with instructor). Incorporate relevant material from the course,
library research, and your own narrative. You may wish to supplement your analysis with
interviews (discuss this with me first). Within your paper, you must demonstrate the ability to
describe, synthesize, analyze, and critique your chosen topic. Evaluation criteria is
attached.
NOTE: APA style is used in this course. The librarian will give you some learning resources to
get you started. However, I suggest you also purchase an electronic or hard copy of the 5th
edition of the APA style guide. You will be evaluated on correct usage of this method of
referencing in the group project and final paper.
“Policy about course outlines can be found in Section 23.4(2) of the University Calendar.”
“The University of Alberta is committed to the highest standards of academic integrity and
honesty. Students are expected to be familiar with these standards regarding academic
honesty and to uphold the policies of the University in this respect. Students are
particularly urged to familiarize themselves with the provisions of the Code of Student
Behaviour (online at www.ualberta.ca/secretariat/appeals.htm) and avoid any behaviour
which could potentially result in suspicions of cheating, plagiarism, misrepresentation of
facts and/or participation in an offence. Academic dishonesty is a serious offence and can
result in suspension or expulsion from the University”. (GFC 29 SEP 2003)
“The Faculty of Education is committed to providing an environment of equality and
respect for all people within the University community, and to educating faculty, staff, and
students in developing teaching and learning contexts that are welcoming to all.”
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