|Graduate Courses (Adult and Continuing Education 233)
Introduction to Adult and Continuing Education (3)
Provides the foundational philosophical, historical, and practical underpinnings of adult education practice. Examines the nature and scope of adult education through an exploration of the social contexts of adult and continuing education, including analyses related to race, class, and gender. Students will become familiar with key theories of adult education, various types of providers and programs, important historical figures and movements in the field, and key issues and tensions that prevail among researchers and practitioners.
Understanding the Adult Learner (3)
Adult social roles, psychological characteristics, and learning patterns in light of their implications for educational practice.
Learning and Teaching for Adults in Global Contexts (3)
This course has the overall goal of helping students learn about a wide variety of contexts for adult education internationally and in the United States and how culture and diversity influence learning and teaching. It is designed to give students the opportunity to explore issues, barriers, and successes within the field of adult education and also focus on the role of culture and diversity on adult learning in a variety of settings.
Foundations of Human Resources Development (3)
on skills, concepts, and strategies regarding the adult teaching/learning
component of human resource development in organizations. The
principles and practices related to training and development of individuals in
an organization as an area of professional practice are included areas of
Career and Workforce Development (3)
Explores career development and workforce development with reference to adult and continuing education theory and practice. Includes the ongoing attainment or refinement of skills and knowledge related to an individual's career and career-planning activities. Interrelationships among lifestyle, workplace, and career development theories will also be explored.
Human Resources Development: Profession and Practice (3)
Human resource development (HRD)
is a component of human resources management and serves the organization by
assisting employees to develop their skills, knowledge, and abilities as they
relate to the organization.HRD
professionals engage in employee training, employee career
development, performance management and development, coaching, mentoring,
succession planning, key employee identification, and organization development.
This course provides students with a practical experience working in an HRD
professional setting and understanding of the HRD profession.Students are expected to complete an HRD
work project under the direction of an HRD professional. Students complete a semester-long
project in HRD as well as engage with the profession by joining two
professional organizations that serve the field: the Association for Talent Development and the Academy for Human
Resource Development.Utilizing the resources
provided by these organizations, students will explore the history of the field
including an overview/introduction of the field, special issues in developing
and implementing HRD programs, professional competencies and standards, and
look to the future of the field.
ESL, Low Literacy, and the Adult Learner: Mapping the Field (3)
research, policy, statute, and funding have shaped the field in terms of
educational opportunities for adult learners. Key influences at the national,
state, and local levels on service provision for adult basic education students
who are striving to improve language and literacy skills and learn about
resources that can support instruction. This course is considered foundational
Effective Reading and Writing Instruction for Adult Basic Education (3)
Explores approaches to effective reading and writing instruction for both native and nonnative adult speakers of English with limited print literacy skills. We will explore definitions of literacy, including how changes in communicative technology influence contemporary practices of reading and writing; consider what it means to be culturally competent in an adult literacy context; and examine numerous approaches to practice. There is a fieldwork component.
Effective Reading and Writing Instruction for GED and Development College (3)
Explores approaches to effective reading and writing instruction for both native and nonnative adult speakers of English who are seeking to pass high school equivalency tests and prepare for college and work. We will explore definitions of literacy, including how changes in communicative technology influence contemporary practices of reading and writing; consider what it means to be culturally competent in an adult literacy context; and examine numerous approaches to practice. There is a fieldwork component.
Fundamentals of College Teaching (3)
of different perspectives on college teaching through an examination of both
traditional and innovative approaches to facilitating learning in a
college setting, taking into consideration the characteristics of the adult
learner. This course gives students the opportunity to investigate a variety of
perspectives on the topic and to reflect upon the implications of utilizing a number
of approaches to teaching in their own setting.
College Course Design for Adults (3)
An exploration of different perspectives on college
course design through an examination of both traditional and
innovative approaches to the design of college-level courses, taking into
consideration the characteristics of the adult learner. The course is designed
to give students the opportunity to investigate a variety of perspectives on
the topic and to reflect upon the implications of different approaches to
course design in their own setting.
Designing Training for Adults (3)
course is designed as one-half of a capstone learning experience in which students will be required to design an adult training program. Students will utilize experiences as adult learners to engage in
reading, class discussions, case analysis, and practical application about
components of planning training including creating learning objectives and
program goals, creating learning activities, and motivating learners.
Prerequisite: For matriculated students in the Ed.M. in adult and continuing education with a minimum of 18 credits applied in the program.
Applied Research in Adult Education: Planning, Assessing, and Evaluating Programs for Adults (3)
This course is designed as one-half of a capstone learning experience in which students will acquire skills of research habitually applied to the design and implementation of educational programming. Students will engage with each other discovering the importance of data-driven decision making in the facilitation of learning. Key elements include the identification of goals and outcomes, the assessment of learning needs and of learning itself, and the final evaluation of program quality.
Prerequisites: For matriculated students in the Ed.M. in adult and continuing education with a minimum of 18 credits applied in the program. Must take 15:233:569 prior to or concurrent with this course.
Special Topics in Adult and Continuing Education (3)
Provides opportunities to explore new
developments in the field and is offered on an occasional basis.
Independent Studies in Adult and Continuing Education (BA)
Provides the student with an opportunity to pursue an area of interest under the supervision of a faculty member. The student is expected to develop a plan of study and submit appropriate evidence of its fulfillment.
Prerequisite: Permission of instructor.