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 serves as an introduction to graduate level learning and the Adult Education and Training M.Ed. specialization. During this course students will be introduced to concepts and resources that will help them to succeed during their tenure in the AET program. They will also begin work on capstone portfolio projects, which they will continue to develop throughout the program.
This course addresses instruction at all of the levels (0 – 12.9) in Adult Basic Education and Adult Secondary Education. Each level is addressed in terms of appropriate assessment tools and instructional techniques. Emphasis is placed on teaching ways that adult educators can encourage the development of cognitive skills at each level and use them as a springboard to the next level. The teaching of reading, writing, and math skills is emphasized.
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.
Through this summer faculty-led program, students examine historical, social, political, and cultural differences that shape spiritual practices in Thailand. Students will expand their knowledge of spirituality and adult education abroad and within their local community. Prior to departure, online coursework will provide students with an introduction to adult learning concepts related to spirituality in Thailand. Coursework will be enhanced through guest lectures, hands-on learning experiences, and opportunities to participate in conversations and spiritual practices while on-site in Thailand. Educational visits include, but are not limited to, traditional markets, Buddhist temples, Doi Suthep mountain, a local Islamic mosque and school, and an elephant rescue sanctuary. This course is open to current students, faculty, staff, and alumni.
This course is designed to give students real-life, hands-on experience as international community education providers, by applying their knowledge of the program development process for adult learners. Working in teams with community partners in Todos Santos, learners will be introduced to existing responses to social and environmental concerns and will apply their knowledge and skills to address the issues through community education efforts. The course is conducted online during the 16-week semester with a 1-week in-country experience in Todos Santos. If you have not yet taken the EDAE 629 course, this is a nice opportunity to gain international experience while also learning the program planning process for adult learners.
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.
This course introduces participants to the history, philosophies, structures, and approaches to workforce education, on national, regional, and local levels. The purpose of this course is to introduce or reintroduce the learner to the history, philosophical underpinnings, and organization of the workforce education system with a primary focus on the United States’ structure. Because this is a nearly boundless topic the course uses a seminar method whereby the learners choose, research, and present on the areas of interest to them. At the end of the course the participants will be able to identify and discuss the history, philosophy, and reasons for some of the key ideas within the workforce education field including but not limited to:
- History and structure of the Workforce Education (WFED) system
- Foundations of WFED
- WFED policies and agencies
- Current issues within WFED
- Future trends in WFED
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.
Examines designing a course or program from inception following an instructional design model, including the need, audience analysis, instructional materials, assessments and evaluation.
In this course, you apply instructional design principles in the development of a course or workshop and explore application of various learning methods.
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.
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 course is held for one week each summer at the CSU Mountain Campus (with some work to be done online before/after the course). During this seminar students discuss and experience the tenets of experiential learning. They will plan and participate in various experiential learning 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.
Seminar format for students who wish to attend the annual conference of the American Association for Adult and Continuing Education (AAACE), the national professional organization for the field. Introduces professional conferences and guides students in selecting presentation topics and developing a successful proposal. The goal is submission of a competitive conference presentation proposal. This course is part one of a two course series, to continue in the fall semester.
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.
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.