ES 779:
Working Effectively with Adults
Syllabus
Instructor:
Office:
Phone:
Fax:
E-Mail:
Mickey Kolis
Brewer 281
(715) 836-4960
(715) 836-5099
kolismw@uwec.edu
Description: Working effectively with adults requires a special outlook and skill sets.
Adults have many prior experiences which drive their thoughts, behaviors and dispositions.
To work with them effectively requires a comprehensive set of verbal skills (listening,
empathizing and clarifying), an action orientation toward helping them find true
commitment and a willingness and work ethic toward seeing reality from different points of
view. This course has been designed with those ends-in-mind.
Course Objectives: The participants will:
1. Learn and be able to use 7 different verbal skills.
2. Define levels of commitment and be able to recognize those levels in themselves
and others.
3. Learn 3 creativity strategies.
4. Practice thinking creatively to see multiple perspectives.
5. Begin seeing reality from a systems point of view.
6. Address program and lesson evaluations with a data-driven model.
7. Complete a case analysis with rationale as their final culminating activity.
Texts:
Davis, G. A., (2004). Creativity is Forever. Dubuque, IA: Kendall/Hunt Publishing.
Glasser, W., (1998). Choice Theory. New York, NY: HarperCollins Publishing.
Lencioni, P., (2002). The 5 Dysfunctions of a Team. San Francisco, CA: Jossey-Bass.
Wheatley, M. J., (1999). Leadership and the New Science. San Francisco, CA: Berrett-Koehler
Publishers
Online Resources:
http://www.ehow.com/list_6018794_activities-verbal-communication-skills.html
http://www.ehow.com/how_5418579_improve-verbal-communication-skills.html
http://www.criticalthinking.com/company/articles/verbal-reasoning-skills.jsp
http://creativityforlife.com/
http://www.creativityatwork.com/what-is-creativity/
http://projects.coe.uga.edu/epltt/index.php?title=Creativity
http://www.clrn.org/elar/dddm.cfm
http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77
http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_datafolio.pdf
http://www.kaushik.net/avinash/seven-steps-to-creating-a-data-driven-decision-making-culture/
Technology Requirements:



High-speed internet connection capable of supporting advanced web browser, audio and
video-conferencing.
Web-cam
Skype or equivalent web-conferencing software.
Requirements:
1.
2.
3.
4.
5.
6.
7.
Participate in class discussion and exercises.
Participate in verbal skills practice (via Skype).
Construct a graphic organizer about their lives.
Complete worksheets / group tasks utilizing creativity skills.
Participate in group chats dealing with levels of commitment in self and others.
Relate levels of commitment to intrinsic and extrinsic motivation factors.
For a scenario, list multiple realities and appropriate and multiple ways of dealing
with each situation.
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 drop one letter grade per week past
due date.
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 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)
ES 779:
Working Effectively with Adults
Tasks and Deadlines
Task:
1. Verbal Skills
2. Levels of
Commitment
3. Creativity Skills
Activity /
Assignment:
1. Worksheets (3)
2. Role plays (4)
Where to put the When it is Due:
document:
End of Week ___
Dropbox
1
Via Skype –
3
verification via
Discussion
1. Personal
examples for
each level
2. Read Choice
Theory (Needs
orientation)
3. Read Intrinsic /
Extrinsic
motivators
4. Read The 5
Dysfunctions of a
Team
5. Create an
Action Plan for
dealing with
another person
more effectively
Dropbox
2
10
Discussion –
answer the
prompt
Discussion –
answer the
prompt
Discussion –
answer the
prompt
Dropbox and
Discussion
2
20
4
10
4
20
6
30
1. Brainstorming
Homework lists
via D2L Groups
Homework lists
via D2L Groups
Homework lists
via D2L Groups
Discussion
3
10
4
10
5
10
4
30
Discussion
5
10
2. SCAMPER
3. Reverse
Brainstorming
4. For one “Life
Scenario” list
multiple (at least
3 unique)
perspectives
4. Critical
Thinking
1. Identify
“criteria” for
Grade: (points)
30
40
making decisions
2. IDEA Evaluator
5. Systems
Thinking
1. Create a “Life”
Graphic
Organizer
2. Identify one
personal
catharsis
experience –
provide 3
different endings
possible
3. Role of context
4. Include the
Idea of leverage
in Action Plan
Dropbox and
Discussion
5
10
Dropbox
4
20
Dropbox and
Discussion
6
30
Discussion
Dropbox and
Discussion
6
6
10
40
Mickey Kolis
kolismw@uwec.edu
Education Studies
University of Wisconsin-Eau Claire
COMPREHENSIVE COURSE OUTLINE
ES 779: Working Effectively with Adults
I. COURSE JUSTIFICATION
A. Educational Objectives/Outcomes.
Participants will be able to:
8. Learn and be able to use 7 different verbal skills.
9. Define levels of commitment and be able to recognize those levels in themselves and
others.
10. Learn 3 creativity strategies.
11. Practice thinking creatively to see multiple perspectives.
12. Begin seeing reality from a systems point of view.
13. Address program and lesson evaluations with a data-driven model.
14. Complete a case analysis with rationale as their final culminating activity.
B. Relationship to Curriculum.
ES 779 is a new course that responds to demands by professionals working in non-school educational
settings for graduate level opportunities to learn to work more effectively with their audience
populations. Since the majority of their audiences are adults, having a background of knowledge and
skills is useful and worthwhile to their jobs and careers.
ES 779 is a stand-alone course. It could also be bundled with other proposed courses to meet the
requirements for a certificate in adult literacy. It is not linked to existing graduate courses or degrees
offered in the College of Education and Human Sciences or the Department of Education Studies. ES 779
would complement existing courses in curriculum development but not duplicate them since the focus
of ES 779 is specific to designers of programs for adult learners rather than teachers of P-12 pupils.
Currently, only one course in Education studies provides opportunities to understand the learning
approaches of adult learners. ES 779 adds to the array by specifically considering questions of meeting
adults learners needs within a work setting.
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.
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. The course schedule and learning activity
distribution is presented below. It is anticipated that participants will invest approximately 20 hours
per week.
Task:
1. Verbal Skills
2. Levels of
Commitment
3. Creativity Skills
Activity /
Assignment:
1. Worksheets (3)
2. Role plays (4)
Where to put the When it is Due:
document:
End of Week ___
Dropbox
1
Via Skype –
3
verification via
Discussion
1. Personal
examples for
each level
2. Read Choice
Theory (Needs
orientation)
3. Read Intrinsic /
Extrinsic
motivators
4. Read The 5
Dysfunctions of a
Team
5. Create an
Action Plan for
dealing with
another person
more effectively
Dropbox
2
10
Discussion –
answer the
prompt
Discussion –
answer the
prompt
Discussion –
answer the
prompt
Dropbox and
Discussion
2
20
4
10
4
20
6
20
1. Brainstorming
Homework lists
via D2L Groups
Homework lists
via D2L Groups
Homework lists
via D2L Groups
3
10
4
10
5
10
2. SCAMPER
3. Reverse
Brainstorming
Grade: (points)
30
40
4. Critical
Thinking
5. Systems
Thinking
4. For one “Life
Scenario” list
multiple (at least
3 unique)
perspectives
Discussion
4
20
1. Identify
“criteria” for
making decisions
2. IDEA Evaluator
Discussion
5
10
Dropbox and
Discussion
5
10
1. Create a “Life”
Graphic
Organizer
2. Identify one
personal
catharsis
experience –
provide 3
different endings
possible
3. Role of context
4. Include the
Idea of leverage
in Action Plan
Dropbox
4
20
Dropbox and
Discussion
6
20
Discussion
Dropbox and
Discussion
6
6
10
20
B. Master Course Syllabus.
Attached.
Liberal Education Learning Goals are not applicable.
Learning resources are listed in the course syllabus. Additional bibliographic information is included as
an appendix
The topical outline, evaluation model and period are included above. Other Evaluation policies are
included below:
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.
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 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 nonnative 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)
C. Proposed Class Size. 12 – 15 graduate students.
D. Writing Requirements. 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
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 required for this course.
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