YDAE/EDCI 565 Page 1 of 14
PURDUE UNIVERSITY
YDAE/EDCI 565 - PRINCIPLES OF ADULT EDUCATION - SPRING 2010
Tuesday 6:00-9:00 p.m., Pfendler Hall, Room 103
Course Instructors
Dr. B. Allen Talbert
Office: AGAD 224
Office Hours: by appointment (call Mona Jackson at 494-8423)
Phone: Office, 765-494-7316
E-mail: btalbert@purdue.edu
Fax: 765-496-1152
Dr. Mary Pilat
Office: Service Bldg Room 32 Office Hours: by appointment (call Sharon Hutchinson at 494-8435)
Phone: Office, 765-494-9939
E-mail: mpilat@purdue.edu
Fax: 765-496-1152
Course Goals
This course addresses principles of adult education applied to helping adults learn, evaluating their
performance, and determining their needs. Examines history, philosophy, and research of adult
education. Explores techniques required in design and delivery of instruction for adults.Content and
instructional activities in the course are designed to provide the learners with competencies and skills in
developing and presenting instruction for adults, including knowledge, skills, and attitudes needed to:
1. Examine principles and techniques for educating adults including the history, philosophy, and
research in the field.
2. Develop an individual philosophy of continuing and adult education for a wide variety of situations.
3. Apply principles, techniques, philosophy and research in development and design of adult education
programs.
Required Textbooks
Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators,
trainers, and staff developers (Second Edition). San Francisco: Jossey-Bass. (ISBN 978-0-78795225-9)
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (Third Edition). San Francisco: Jossey-Bass. (ISBN 978-0-7879-7588-3)
Blackboard Vista YDAE/EDCI 565 should appear on your Blackboard Vista homepage. If it does not,
contact me ASAP. http://www.itap.purdue.edu/tlt/blackboard/ The Blackboard site for this course will
be used to record grades, contain the syllabus and grading rubrics, and allow for discussion topics.
Please check this site on a weekly basis.
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject
to changes that may be necessitated by a revised semester calendar or other circumstances. Ways to get
information about changes in this course are Blackboard Vista and my email address: btalbert@purdue.edu
Before the provision of classroom accommodations, students with disabilities must be registered with Adaptive
Programs in the Office of the Dean of Students. Any student that is in need of special accommodations due to
a disability should contact the Office of the Dean of Students, Adaptive Programs at (765) 494-1247. If you
are eligible for academic accommodations because you have a documented disability that will impact your
work in this class, please schedule an appointment with me as soon as possible to discuss your needs.
Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly
furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a,
University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of
cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations,
the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated.
Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in
itself dishonest." [University Senate Document 72-18, December 15, 1972]
YDAE/EDCI 565 Page 2 of 14
Course Assignments, Due Dates, and Grades
Points
Possible
Earned
Assignment
Due Date
Exam #1 (take-home)
3/2
Professional Visit Report (Written)
3/2
3/9
3/23
4/6
75
Professional Visit Report (Oral)
3/9
3/23
3/30
4/13
25
Individual Project Proposal (see
guidelines in syllabus) (Written)
2/16
25
Individual Project Drafts (Written)
3/9 (Part 1), 3/23 (Part 2), 3/30 Part
3), 4/13 (Part 4), 4/20 (Part 5)
(5 @ 15 pts)
75
Individual Project Abstract
5/4
10
Individual Project Report (Written)
5/4
150
Individual Project Report (Oral)
5/4
50
Attendance & participation
(2 points per class)
30
60
Total Points
500
Course Policies
Grading Scale:
A+
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F
485500
470484
450469
435449
420434
400419
385399
370384
350369
335349
320334
300319
0299
Written assignment deadlines: Unless noted on the schedule as “distributed or due in class,” written
assignments will be considered “on time” if they are delivered to Dr. Talbert’s email, mail box, or office
by 5 p.m. the day before the next class meeting after the stated due date. For example, the assignment
due Tuesday, February 10 will be considered on time if it is submitted by 5 p.m. on Monday, February
16. Receipt of emailed papers will be acknowledged with a reply after I have printed the paper. Papers
turned in by the stated due date will be graded and returned the next class period.
Late assignments: 5% of possible points deducted for EACH DAY (M-F) late.
Class attendance: Absences beyond two class periods (or the equivalent) will lower your final grade by
at least one letter grade. Please notify Dr. Talbert BEFORE class begins if you will be unable to attend
the entire class session.
Borrowed materials: Books and materials borrowed from the instructor must be returned before a final
grade will be submitted.
YDAE/EDCI 565 Page 3 of 14
YDAE/EDCI 565 - Class Schedule - Spring 2010
DATE
Jan 12
IN-CLASS TOPICS, ACTIVITIES, AND THOSE
RESPONSIBLE
READINGS AND STUDENT ASSIGNMENTS*
 Student and instructor introductions
 M, C, & B - 1, 2, 3
 Syllabus overview
C-1
 Types of Adult Education
 Intro to Characteristics of Adult Learners
 What counts as adult education?
 Providers of adult education
 Intro to site visit and report assignment
Jan 19
Jan 26
 Learning Theories
 M, C, & B - 11
 Models of Adult Learning
 M, C, & B – 4, 5, 6, 7
 Site visits - preliminary contact reports,
schedule for visits and reports
 Preliminary contact for site visits
 Interactive Model of Program Planning
 C - 2, 3, 4, 5
 Using the Interactive Program Planning Model
 Applications Exercises 4.1, 5.1, 5.2 (not to be
turned in, for use with an in-class exercise)
Discerning the Context and Building a Base of
Support for the Planning Process

Feb 2
 Interactive Model of Program Planning
 C - 2, 3, 4, 5
 Using the Interactive Program Planning Model
 Applications Exercises 4.1, 5.1, 5.2 (not to be
turned in, for use with an in-class exercise)
Discerning the Context and Building a Base of
Support for the Planning Process

Feb 9
 Adult Education from a Global Perspective
(Guest speakers)
 M, C, & B - 9

Learning and Knowing: Global Perspectives
Feb 16
 Case example Lafayette Adult Resource
Academy (LARA) (Beth Davila)
Meet in LARA lobby at 6:00 p.m., 1100
Elizabeth Street, Suite 3 in Lafayette)
http://www.lsc.k12.in.us/laraweb/
 M, C, & B – 12, 13
Individual Project Proposal - (due in class)
YDAE/EDCI 565 Page 4 of 14
DATE
Feb 23
IN-CLASS TOPICS, ACTIVITIES, AND THOSE
RESPONSIBLE
 Identifying Program Ideas
READINGS AND STUDENT ASSIGNMENTS*
 C - 6, 7, 8
 Sorting and Prioritizing Program Ideas
 Developing Program Objectives
 Distribute take-home exam #1
Mar 2
 New Approaches to Adult Learning
 M, C, & B - 8, 10
 VolunteerIN Training, 7:30-9 p.m. in AGAD
212 (Volunteer training in action, adult
distance education in action)
 Take-home exam #1 (due in class)
 Project proposals returned
 Written professional visit report, Group 1
(distribute in class)
 SGID: Mid-course evaluation/feedback
Mar 9
 Oral Visit Reports - Group 1
 Oral professional visit report, Group 1
 Volunteerism in adult education (Steve
McKinley)
 Individual Project Draft (Part 1) due
 Discuss Examination
 Written professional visit report, Group 2
(distribute in class)
Mar 16
Spring Break
NO CLASS MEETING
Mar 23
 Preparing for transfer of learning
 C - 9, 10
 Designing Instructional Plans
 Individual Project Draft (Part 2) due
 Oral Visit Reports - Group 2
 Oral visit report, Group 2
 Written professional visit report, Group 3
(distribute in class)
Mar 30
 Determining formats, schedules, and staff
needs
 Oral Visit Reports - Group 3
April 6
 C - 13
 Individual Project Draft (Part 3) due
 Oral professional visit report, Group 3
 Preparing budgets and marketing (Dan Stewart)
 C – 14

 Written professional visit report, Group 4
(distribute in class)

YDAE/EDCI 565 Page 5 of 14
DATE
Apr 13
Apr 20
Apr 27
IN-CLASS TOPICS, ACTIVITIES, AND THOSE
RESPONSIBLE
READINGS AND STUDENT ASSIGNMENTS*
 Formulating Evaluation Plans
 C –11, 12
 Communicating the Value of the Program
 Individual Project Draft (Part 4) due
 Oral Visit Reports - Group 4
 Oral professional visit report, Group 4
 Panel (guest speakers)
 M, C, & B – 12, 13, 14, 15
 Adult Development
 Individual Project Draft (Part 5) due
 Meet in Purdue Union Marketplace Lobby,
 C – 15
 Coordinating Facilities and On-site events
(PMU Staff)
May 4
 Final Reports on Individual Projects (7-12
minutes) (May be individually or as a “poster
session” depending on class size.)
 Distribute Course Evaluation
 Individual Project abstract – All
 Individual Project Written Report/Product – All
 Oral individual project report - All
* C = Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators, trainers,
and staff developers (Second Edition). San Francisco: Jossey-Bass.
* M, C, & B = Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (Third Edition). San Francisco: Jossey-Bass.
YDAE/EDCI 565 Page 6 of 14
Professional Visit
Professional Visit
Each student will visit a different organization providing continuing and/or adult education. A
list of possible organizations is provided; students may elect to visit organizations not on the list with
instructor approval. Students may not visit their own organization. The visit should last
approximately two hours.
So that all students may gain a broad perspective of what is currently happening in adult and
continuing education, each student will prepare a written and oral report of their visit. The total possible
points of the professional visit will be 100.
The written report must be at least one and not more than two typed, single-spaced pages plus
summaries of two related articles (see below) and any appropriate attachments. The written report (not
including article summaries) will be distributed to all class participants one week before the oral report.
This allows class participants to formulate appropriate questions for the oral report. The written report
will be worth a maximum of 75 points and will be evaluated using the “Professional Visit Written Report
Evaluation Form.” The written report should address, but not be limited to the items on the evaluation
form.
The oral report to the class should be a minimum of 8 minutes and a maximum of 12 minutes and
will be followed by a discussion period. Supplemental materials and visual aids, such as PowerPoint,
overhead transparencies, flipcharts, or slides are encouraged. The oral report will be evaluated by the
instructor(s) and class members using the “Professional Visit Oral Report Form.” The instructor
evaluation(s) will be averaged for 50% of the possible points and the peer evaluations will be averaged
for another 50% of the possible points. The oral report will be worth a maximum of 25 points.
Article Summaries
Students are to identify, study, and summarize two articles from academic journals or chapters
from academic books, which are related to the site visit. The relationship can be based on the institution,
content, personnel, programming, administration, finance or other relevant factor(s). The complete
citation and a one-half to one page summary should be included with the written site visit report turned in
to the instructor. Article summaries will be evaluated based on the following criteria:

Reference citation in APA format (5th Edition).

General overview of article.

Evaluation of article’s applicability to adult and continuing education, particularly the type
observed in the site visit.

Other reactions to the article.
YDAE/EDCI 565 Page 7 of 14
Possible Agencies for Professional Visit
Companies
Zoos
TRW, Alcoa, Caterpillar, State Farm
Area Council on Aging
Clarion, Home, St. Elizabeth Hospitals
Educational Agencies
Kathryn Wiel Center
Retail Stores for employee training such as
Adult High School and Basic Education
programs
pharmacies, “big box” stores, etc. (usually
Lafayette Leadership
the larger ones)
Wabash Valley Education Center
Banks
Kappa Delta Pi
Subaru of Indiana Automotive
Breaking New Ground Resource Center (Purdue
“Service” Agencies
League of Women Voters
University)
IVY Tech (need to focus on Workforce and
West Lafayette Morton Center
Economic Development or Non-Degree
Community Learning Centers
programs for adult learners)
Churches
YWCA and YMCA
Historical Societies
Purdue University Office for Continuing
Education and Conferences
Purdue Cooperative Extension Service (limited
Local or State Professional Associations
to one person for Agriculture and Natural
Red Cross
Resources, one person for Consumer and
Planned Parenthood
Family Sciences, and one person for
Other
Economic and Community Development)
Cities
Lafayette Adult Resource Academy (we will
Libraries
visit LARA as a class, so need to focus on
Museums
different aspects of LARA than that visit)
Art Institute
Also, reference the Community Resource Guide distributed by the Community and Family Resource
Center, 330 Fountain Street, Lafayette, IN 47901, (765) 742-5046, http://www.cfrc.org/
YDAE/EDCI 565 Page 8 of 14
Professional Visit Evaluation Form - Oral Report
Student _________________________________________________ Date ___________________
Organization ______________________________________________________________________
Rating Scale:
1 = very weak/almost no information
2 = somewhat weak/limited information
3 = moderate/basic information
4 = good/adequate information
5 = excellent/thorough information
A zero (0) may be given if section is completely missing
1.
Knowledge of the organization’s adult education/training was
displayed.
1
2
3
4
5
2.
Good presentation techniques were employed, including poise,
volume, humor, composure, and use of media
1
2
3
4
5
3.
The content was well organized and addressed adult/continuing
education aspects of the organization
1
2
3
4
5
4.
Examples of training materials were shown and/or described
1
2
3
4
5
5.
Presentation was within time limits, at least 8 minutes and less than
12 minutes. (Instructor is responsible for limiting Q&A time)
1
2
3
4
5
Total Points (maximum = 25) ______________
YDAE/EDCI 565 Page 9 of 14
YDAE/EDCI 565
Professional Visit Evaluation Form - Written Report
Student _________________________________________________ Date ___________________
Organization ______________________________________________________________________
Rating Scale:
1 = very weak/almost no information
4 (11) = good/adequate information
2 (3) = somewhat weak/limited information 5 (15) = excellent/thorough information
3 (7) = moderate/basic information
A zero (0) may be given if section is completely missing
DESCRIPTIONS OF PROGRAM:
1.
Overall organization and the role of adult/continuing education
program within the organization
1
2
3
4
5
2.
Adult educator(s) roles, responsibilities, and professional
preparation / background
1
2
3
4
5
3.
How education/training needs are determined or why the program
is provided
1
2
3
4
5
4.
Audience(s) served
1
2
3
4
5
5.
Programming structure(s) and method(s) of delivery
1
2
3
4
5
6.
Administrative structure and program financing
1
2
3
4
5
7.
Principles of adult education that could be applied to other
organizations
1
2
3
4
5
8.
Other unique characteristic(s) of the adult/continuing education
program
1
2
3
4
5
Related Readings #1: Citation (APA style), one synopsis
paragraph, one application paragraph showing relationship with
program visited, other reactions.
1
3
7
11
15
10. Related Reading #2: Citation (APA style), one synopsis
paragraph; one application paragraph showing relationship with
program visited, other reactions.
1
3
7
11
15
1
2
3
4
5
RELATED READINGS
9.
PRESENTATION
11. Report appearance and readability, with 1-2 pages for program
description and 1 page per reading (4 pages total maximum)
Total Points (maximum = 75) ______________
YDAE/EDCI 565 Page 10 of 14
YDAE/EDCI 565
Individual Project Proposal Guidelines
(25 points total - 5 points per section)
Purpose Statement and Rationale (2-4 paragraphs)
 Explain the essence of your project. What do you plan to do and accomplish?
 Explain the importance of this project. Why did you select it? Why is it important to you? How will
it contribute to your professional development?
Final Product (1-2 paragraphs)
 Describe the end product that you will develop and submit (e.g. curriculum with lesson plans, report,
annotated bibliography, portfolio, multimedia presentation).
Project Framework - Resources and References (2-4 paragraphs)
 Outline the conceptual framework and/or overall background information for your project and cite
the resources/references you have used to develop this framework and/or background. For instance,
if you are developing an adult education program, what program planning model(s) do you plan to
use? What literature supports your doing the program the way you propose? What does the literature
say about similar programs and/or similar audiences?
NOTE: At least two citations are expected in this section. One of these may be a course textbook.
Use standard format (author, year) to cite these in this section of your narrative. Include complete
citations in a reference list at the end of your proposal. APA style is required.
Procedure and Timeline
 Explain what you plan to do and when. This may be presented in Gantt chart, paragraph, bullet, or
chart format. This description should be thorough enough that a non-expert reader can gain a fairly
clear sense of what you are doing and someone with your expertise would pretty much be able to
carry out your project. What steps will you take this semester to complete your project (e.g.,
literature review, development of data collection instruments, collection of resources, interviews with
experts, etc.)? The timeline may also include steps that have been taken before this semester (if a
project that has already begun) and/or steps that will be taken after the conclusion of this semester (if
a project that will be implemented sometime in the future).The timeline MUST include the steps
you will take this semester to complete the project report by the due date.
Criteria
 What criteria should be used to evaluate the quality of your completed project? As an example, I will
evaluate every project on: application of adult education principles and clarity of
presentation/report. What should an administrator, funder, or end-user look for when assessing
your work? What questions need to be answered and what data need to be collected to determine
whether your project is a success or not?
YDAE/EDCI 565 Page 11 of 14
YDAE/EDCI 565
Individual Project Evaluation Form - Oral Report
Student _________________________________________________ Date ___________________
Topic
______________________________________________________________________
CATEGORY
1.
POINTS
Knowledge of the chosen topic was displayed and adult/continuing
education aspects of the topic were emphasized.
/ 15
2.
Class involvement was encouraged through examples of materials
and/or a relevant activity.
/ 15
3.
The presentation was well organized
/ 10
4.
Good presentation techniques were employed, including poise,
volume, humor, composure, and use of media (as applicable)
/5
5.
Presentation was within time limits, at least 7 minutes and less than
12 minutes.
/5
Total Points ______________ / 50
YDAE/EDCI 565 Page 12 of 14
YDAE/EDCI 565
Individual Project Evaluation Form - Written Report
Student _________________________________________________ Date ___________________
Topic
______________________________________________________________________
Rating Scale:
1-17 = very weak/almost no information
18-20 = somewhat weak/limited information
21-23 = moderate/basic information
24-26 = good/adequate information
27-30 = excellent/thorough information
A zero (0) may be given if section is completely missing
CATEGORY
1.
POINTS
Application of Adult Education Principles (minimum 1 ½ to 2
pages in length for each) with citations
/ 60
a.
b.
2.
3.
What was your approach to adult learning
(approaches, philosophies, beliefs)? /30
How are principles, theories, models, etc. used and
evident in your project? /30
Include updated versions of project drafts.
Part 1: Content, context, and audience
Part 2: Needs and objectives
Part 3: Process, design, methods
Part 4: Administration
Part 5: Evaluation
/ 30
Include your product (lesson plans, multimedia presentation, etc.)
and any instructions needed for using the product.
/ 60
a.
b.
Product content /30
Product logistics (layout, spelling, grammar,
instructions for use, etc.) /30
Total Points ______________ / 150
Individual Project Final Abstract Evaluation

Abstract is 300 words or less

Purpose, Rationale, Problem (1-2 paragraphs) ___________________________________________

Project Procedures (1-2 paragraphs) ___________________________________________________

Results, Product, Impact, Recommendations (1-2 paragraphs) _______________________________
____________________________________________________
Total Points ___________ / 10
YDAE/EDCI 565 Page 13 of 14
INDIVIDUAL PROJECT GUIDE
The goal of the course project is the creation of a plan for a potential adult learning experience. It
should be a practical, real life activity that you or someone can actually use, not just an exercise for this class.
Part 1 CONTENT, CONTEXT, and AUDIENCE (Caffarella – Chap. 1-5, M, C, & B – Chap. 3, 4-11)
Identify the content (the main topics), for the program. Describe the context (human,
organizational, and environmental factors) of the program and possible setting (physical
environment) for the program.
State as clearly and succinctly as possible the philosophical basis for your project. Align this
basis with one or more of the philosophical positions that we discussed in class (or other
position if you describe the basis and the educator(s) advocating that position). Describe in at
least one instance how the philosophy will be important in planning or carrying out the project.
Define/describe the project audience/participants including:
- General audience characteristics (briefly describe who this program is targeted to) Describe
average and range of demographics (age, gender, educational level, geography, SES, etc.)
and tell how you will find out what characteristics the audience/participants have that are
important to your project.
- Specific entry behaviors (What do you expect the learners to already be able to
know/do/feel? What attitudes/expectations might the learners have about the program and
its content? What are the beliefs, attitudes, hopes/fears of the participants regarding your
program and/or adult education in general?)
Part 2 NEEDS and OBJECTIVES (Caffarella, Chapters 6-8)
- Describe a procedure for program ideas (identifying, sorting, and prioritizing). Write the
program ideas out.
- Write the program objectives (Chapter 8). Include ones for participant and operational
outcomes as appropriate. Intended and measurable ones are required. Others are
encouraged.
- Provide a rationale for the selection of the program setting (location, date, time,
classroom/laboratory/other layout, etc.) and content.
YDAE/EDCI 565 Page 14 of 14
Part 3 PROCESS, DESIGN, METHODS (Caffarella, Chapters 9 - 10)
For Part 3, at a minimum focus on approximately 1-2 hours of the total program. For your final
individual project written report you will need to do this for the entire program.
What are the learning objectives/outcomes for this segment?
Select and organize the instructional activities and methods for your project. This is the
process.
List each instructional technique, identify which objectives are covered by that technique, and
provide a rationale for each instructional technique. Each should also include a description of
what the instructor will be doing and what the learners will be doing.
Select, modify, and/or design the media and materials for your project. Submit the
media/materials (if not fully developed yet, then describe in as much detail as possible).
Discuss how they will be used and provide a rationale for their selection and use. Note: media
and materials are required for your final individual project written report.
Part 4 ADMINISTRATION (Caffarella, Chapters 10, 13-15)
Describe the approval process for your project/program.
List at least four of the most significant issues (e.g., formats, schedules, staff, budget,
marketing, facilities, etc.) involved in your project. How and when will you (or others)
specifically deal with each one?
Prepare a detailed budget for your project/program showing all anticipated income (e.g.,
participant fees, sponsorships, subsidies, etc.) and expenses (e.g., development, delivery,
evaluation costs). Show calculations of how you arrived at each figure. Don't forget indirect
costs and overhead!
Describe the processes for ensuring learner application (transfer of learning) of knowledge and
skills after the program.
Part 5 EVALUATION (Caffarella, Chapters 11-12)
Describe a method (or approach and data collection techniques) for evaluation of your
project/program. List the items to be evaluated and tell what evaluation method or program
instrument will be used to measure each. Which alternative methods of evaluation did you
seriously consider and why did you choose not to use them?
Design (and conduct if possible) a formative evaluation of your project/program (or part of it).
Develop an appropriate formative evaluation plan. Construct examples of the
instruments/forms to be used during the formative evaluation.
Design (but not required to conduct) a summative evaluation of your project/program. Indicate
how the data/information will be collected, summarized, and interpreted. Outline in some
detail (i.e., subpoints under major categories) the report to be written after the summative
evaluation.
Reminder: A copy of the evaluation instrument(s) should be attached.