University of Arkansas, College of Education and Health Professions
VOCATIONAL AND ADULT EDUCATION
I.
Program Affiliation:
Adult Education
Course Number and Title:
ADED 5323: FOUNDATIONS OF ADULT EDUCATION –
Web ONLY
Spring 2003
Catalog Description: History of the adult education movement in America, characteristics,
interests, abilities, and educational needs of adults, the role of the public school in adult education;
methods and techniques of conducting adult classes.
Prerequisite:
None
Professor:
Dale E. Thompson, Ph.D.
Vocational and Adult Education
101 Graduate Education Building
Fayetteville, AR 72701
Phone: (479) 575-6640
FAX: (479) 575-3319
E-mail: thomp@uark.edu
II.
Relationship to Knowledge Base: FOUNDATIONS
This Advanced Level course is designed to include the historical development of adult education, as
well as its philosophy and goals.
III.
Goal
This course will provide learning experiences in adult education and the special problems, which face
the adult educator.
IV.
Competencies
Upon completion of this course, the student should be able to:
A.
Analyze the history of the adult education movement. (SP 2,7)
B.
Define adult education and adult education terminology. (SP 1)
C.
Explore the need for adult education internationally, nationally and in Arkansas. (SP 7)
D.
Assess the motivation for adult learning and explore ways of enhancing motivation.(SP2,3,6)
E.
Identify factors relevant to adult learning and development. (SP 2,3,5)
F.
Analyze characteristics of the adult education facilitator.(SP 4,7)
G.
Describe methods and techniques in adult education.(SP 7)
H.
Identify issues relative to major providers and program areas, serving multicultural and
diverse clienteles now and in the future. (SP 4,6,7)
V.
VI.
Content
A.
Introduction to adult education
B.
Historical, philosophical, and sociological foundations of adult education
C.
Adult learning and development and motivation for adult learning
D.
Adult education program processes (planning, delivery, evaluation)
E.
Methods and techniques of facilitating adult education
F.
Major providers, program areas, and multicultural and diverse clienteles
G.
Options for the future of adult education
Evaluation
A. Report on an Interview of Adult Educator – 10%
Visit an adult education coordinator/teacher at a location near you. Interview them to find out about
adult education, in general. Write a report based on guidelines developed in class (see Class #12) – The
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assignment will be turned in. (DUE: Anytime during the week of April 7, 2003). Your web group
members should review your interview.
B. Journal report – 10%
Select 3 journal articles on adult education. Write and turn in a short (one page max) summary of
each article, including a summary of your thoughts about the article. USE WEB SITES WITHIN
COURSE INFORMATION TO LOCATE AND SELECT ACTICLES TO USE. (DUE: Article #1February 1; Article #2-March 1: and Article #3-April 1)
C. Personal Philosophy of Adult Education – 15 %
Write and turn in an 8 to 10 page personal philosophy paper (based on your own philosophy) DUE:
May 2, 2003). E-mail paper to me. Use 5 to 10 references—Use APA style manual.
D. Class assignments--55% (the 11 chapters from the text)
See each class assignment. Due one week after it is assigned. (For example: chapter one is assigned for
January 13—so it is due, to me, one week after the 13th.) Feel free to work ahead.
E. Who’s Who In Adult Education—5% DUE: The week of April 14, 2003.
F.
VII.
VIII.
Favorite Aspect of Adult Education: the report. – 5% DUE: The week of April 28, 2003. This is a
5-page paper.
Syllabus Change
The Instructor reserves the right to make changes as necessary to this syllabus. If changes are made, advance
notification will be given to the class.
Grading Scale
A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = Below 60
IX.
X.
XI.
Academic Honesty
The application of the University of Arkansas Academic Honesty Policy, as stated in the Student
Handbook will be fully adhered to in this course. Grades and degrees earned by dishonest means
devalue those earned by all students, therefore, it is important that students are aware of the
University of Arkansas Academic Honesty Policy. Academic dishonesty involves acts which may
subvert or compromise the integrity of the educational process.
Accommodations
Students with disabilities requesting reasonable accommodations must first register with the Center for
Students with Disabilities. The CSD is located in the Arkansas Union, room 104 and on the web at:
http://www.uark.edu/ua/csd/applications.htm. The CSD provides documentation to students with
disabilities who must then provide this documentation to their course instructors. Students with
disabilities should notify their course instructors of their need for reasonable accommodations in a
timely manner to ensure sufficient time to arrange reasonable accommodation implementation and
effectiveness. A typical time frame for arranging reasonable accommodations for students who are
registered with the CSD is approximately one to two weeks.
Classroom Behavior
Appropriate classroom behavior is expected of the instructor and all students. Inappropriate and
disruptive classroom behavior (inappropriate language and gestures, class disruptions, disrespect to
other students or instructor, and other behavior as determined by the instructor) will not be tolerated
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and will result in possible removal from the class and /or disciplinary action as per the student
handbook.
INCLEMENT WEATHER
[Brief description on how you will notify students if classed is closed.]
University closing announcements are also made on KAUF Radio, 91.3 as well as local radio and television
stations. The University’s inclement weather site is updated frequently on both UARKINFO and University
Online at http://pigtrail.uark.edu/info/weather.nclk.
XII.
XIII.
Course Resources
Students will have access to current journals and books from the Mullins Library/others.
Research Base
Text(s)
Merriam, S. B., & Brockett, R. G. (1997). The profession and practice of adult education: An
introduction. San Francisco, CA: Jossey-Bass.
Non-Text References
Apps, J. W. (1991). Mastering the teaching of adults. Malabar, FL: Krieger.
Apps, J. W. (1994). Leadership for the emerging age: Transforming practice in adult and continuing
education. San Francisco, CA: Jossey-Bass.
Caffarella, R. S. (1994). Planning programs for adult learners: A practical guide for educators, trainers,
and staff developers. San Francisco, CA: Jossey-Bass.
Elias, J. L., & Merriam, S. (1995). Philosophical foundations of adult education. Malabar, FL:
Krieger.
Heimlich, J. E. (1994). Developing teaching style in adult education. San Francisco, CA: Jossey-Bass.
Houle, C. O. (1992). The literature of adult education: A bibliographic essay. San Francisco, CA:
Jossey-Bass.
Jarvis, P. (1995). Adult and continuing education: Theory and practice, (2nd edition). New York, NY:
Routledge.
Knowles, M. S. (1989). The making of an adult educator. San Francisco, CA: Jossey-Bass.
Knox, A. B. (1993). Strengthening adult and continuing education: A global perspective on
synergistic leadership. San Francisco, CA: Jossey-Bass.
Merriam, S. B. (1999). Learning in adulthood. (2nd edition). San Francisco, CA: Jossey-Bass.
Merriam, S. B., & Cunningham, P. M. (Eds.) (1989). Handbook of adult and continuing education.
San Francisco, CA: Jossey-Bass.
Peters, J. M., & Darvis, P. (1991). Adult education: Evolution and achievements in a developing field
of study. San Francisco, CA: Jossey-Bass.
Schulz, R., & Salthouse, T. A. (1999). Adult development and aging: Myths and emerging realities.
Upper Saddle River, N.J.: Prentice-Hall.
Tight, M. (1996). Key concepts in adult education and training. New York, NY: Routledge.
Tunjiman (Ed). (1996). International encyclopedia of adult education and training. New York, NY:
Pergamon Press.
Wlodkowski, R. J., & Ginsberg, M. B. (1995). Diversity and motivation: Culturally responsive
teaching. San Francisco, CA: Jossey-Bass.
INCLEMENT WEATHER-this is a web class
Spring 2003 Class Schedule
Class # 1 January 13, 2003- Orientation to course– AND -Chapter 1 “ What Counts as Adult Education?”
Class # 2 January 20, 2003 –Chapter 2 “Philosophical Perspectives” –Philosophy of Adult Education
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Class # 3 January 27, 2003 – Chapter 3 “Perspectives on the Past”-History of Adult Education
Class #4 February 3, 2003- Chapter 4 “Adult Education in Contemporary Society”
Class # 5 February 10, 2003 – Chapter 5 “Providers of Formal Adult Education”
Class #6 February 17, 2003 --Chapter 6 “The Adult Learner and Concepts of Learning”
Class # 7 February 24, 2003 – Chapter 7 “The Global Context of Adult Education”
Class #8 March 3, 2003 – Chapter 8 “ Examining Access and Opportunity”
Class # 9 March 10, 2003 – Chapter 9 “Adult Education as a Developing Profession”
Class #10 March 24, 2003 –– Chapter 10 “The Unacknowledged Side of Practice”
Class # 11 March 31, 2003 – Chapter 11 “The Future of Adult Education”
Class # 12 April 7, 2003 – Interview of a “REAL” Adult Educator
Class # 13 April 14, 2003 – Who’s Who in Adult Education
Class # 14 April 21, 2003—Your favorite aspect of Adult Education
Class # 15 April 28, 2003 – Continue class #14-turn in your report from class 14 sometime this week.
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