This introductory course covers the philosophical foundations, a description of program service areas, adult participation trends, and current issues. The goal for this course is the ability to articulate the foundations and the current situation of adult education as a field of study and practice.
This course introduces you to the processes and methods used by adult learning facilitators. Whether you are an adult educator, community educator, community college instructor, or trainer, you'll learn the strategies and competencies needed to deliver a training or education program.
This course investigates the theory, research, and practice of adult teaching and learning concepts. Its goal is to help you acquire the ability to relate the models and theories of adult teaching and learning to your professional and personal lives.
In this course, you apply instructional design principles in the development of a course or workshop and explore application of various learning methods.
Specially designed learning situations to provide opportunities for concentrated problem-solving experiences.
This course examines theories and techniques associated with the acquisition of knowledge, evaluation of educational programs, and methods of return on investment (ROI) commonly used. It includes an overview of various models for assessing individual learners, and evaluating courses and programs in education, industry, and adult training environments is the focus. Hands-on use of assessment tools and the development of evaluation and ROI plans complement course materials and provide you an opportunity to immediately apply your newly-learned knowledge and skills.
In this course, you learn the tools needed to successfully provide English learning to speakers of other languages. Topics covered include adult learning theories, language learning and language acquisition, learner error correction, assessments, textbook and software selection, and instruction methods.
The focus of this course is two-fold, with the first emphasis on the technologies available for distance delivery. The second and primary emphasis is directed toward methods for generating and maintaining communication, designing and developing materials, and incorporating interactive and collaborative learning activities.
Learn basics of principles, philosophy, practices, and innovations of workforce education and human resources.
This course investigates prior and current work in cognitive science that informs us as to how learning occurs. Concepts such as schema theory, scaffolding, and cultural lead to or inhibit the transfer or application of knowledge and skills outside of the learning environment. How we can use these concepts to enrich the learning experience and transfer will be developed through papers and presentations on current literature and application.
This seminar is based on the premise that integrating experiential learning into adult education will increase learning transfer for adult learners. During the seminar, students discuss the tenets of experiential learning, explore metaphoric framing and how to frame activities, and examine how to scaffold learning activities to maximize learning transfer. They will also participate in the art of facilitation (ice breakers, name games, problem solving initiatives, low ropes course, and high ropes course activities), practice processing the learning experience with adult learners, and explore strategies to help the learner transfer experiences in the learning environment into real world applications.
This course synthesizes major aspects of the adult education and training master's program into one culminating learning project. The learning project enables you to demonstrate your mastery of select skills, knowledge bases, and adult education values.
This course enhances your understanding of alternative delivery systems, performance technology, and faculty evaluations while honing the skills needed to synthesize scholarly literature to inform decisions and practice in adult teaching and learning. You apply current knowledge and philosophical perspectives in teaching and learning to design a professional development program (for example a plan or learning contract) that incorporates research-based knowledge of adult learning and professional growth.
The goal of this course is for you to acquire the ability to review, develop, and produce research. This is accomplished through the facilitation of learning activities in the areas of the development of an area of focus, problem and research statements, reviewing the literature, designing a research method (qualitative and quantitative), analyzing results, and writing about your findings.
Working within educational and social institutions in the United States requires a deep understanding of issues of diversity and equity. This course engages students in developing their own personal understandings of multiculturalism in their lives and professions, in critically examining how institutions and societies end up providing differing opportunities and experiences to different groups of people, and examining our roles in supporting or altering these systems and structures. The course draws upon disciplines of anthropology, sociology, psychology, and other positions and practices offered by intercultural, multicultural, and social justice researchers to examine core concepts such as culture, social identity, empathy, diversity, equality, equity, culturally inclusive curriculum, privilege, power, multiculturalism, oppression, social justice education, cultural competence, transformational education, critical pedagogy, and the interrelationship of race, class, sexual orientation, national origin, language, and (dis)ability. The institution we examine specifically is education but your expertise and knowledge of other institutional inequities will add to the complex dimensions of this work.
This seminar uses explicit instruction in the use of a problem solving approach to help students analyze and resolve instructional design case studies.