ED 610 Unmaking the Adult Learner: Adult Education from Training to Empowered Possibility
Winter Session 2020
Instructor: Dr. Dana Ulveland
Office: Ed. 227
Please see home page for current office hours.
This course examines the unique needs of the adult learner by critically examining relevant learning theories as well as instructional design practices. Students will examine prevailing institutional constructs and investigate the validity of those constructs by considering the latest neurological and cognitive studies that apply to adult learning. Students will examine dynamics that lead to adult learning success, develop an understanding of adult learning theory, and begin to prepare instructional practices that lead to empowered possibility for both the adult learner and the adult educator.
Required Texts and Resources
No textbook required. All readings will be available online.
Develop a sensitivity to the social/cultural context and language that impacts adult teaching and learning practice.
Examine the narratives, historical events, epistemological frameworks and cultural practices underpinning teaching / learning environments as they apply to the adult learner.
Develop an understanding of the technological, physical and culturally significant andragogical methods underpinning adult education.
Examine research into the neurological and biological aspects of adult learning.
Articulate how educational contexts can best serve the adult learner.
Required Evidence Showing That Objectives Have Been Met
Written-Oral Reflective Responses
Each student is asked to work on a series of written reflective responses to questions provided. These are responses to the content and to questions we are exploring throughout the course. Not only do these reflective responses consider the content at hand, they help us consider how our responses to, and understanding of, the content might inform our own future teaching.
Written / Oral Responses
There will be eight sets of responses.
Each written response = 10 percent.
These responses will account for 80% of your grade.
Each student will be asked to develop and submit a “work in progress” of individual study appropriate for adult learning and teaching.
The final project will be valued at 20% of the final course grade.
GRADES: A= 90-100% B= 80-89% C= 70-79% D= 60-69% F= BELOW 60%
Tentative Course Schedule
Androgogy vs. Pedagogy
Delving into Themes
The Peripheral Nervous System
The Adult Brain
Emotion and Plasticity
The Brain Series
**** First set of Weekly Summaries due today (Week 1, 2 and 3)****
(See Week Two)
**** First “Work In Progress” reflection due today (Week 1, 2 and 3)****
The Conduit Communication Metaphor
Maturana and the Frog
More on the Brain
Virtual and Augmented Reality
**** Second set of Weekly Summaries due this week (Week 4, 5, 6) ****
**** Second “Work In Progress” reflection due this week (Week 4,5,6)****
Week Eight (Tuesday,February 25)
The Paradox of Education
The role of language and literacy
Dr. Campbell’s teaching of the neuron
Week Nine (Tuesday, March 3)
Adults with intellectual disabilities
The impact of globalization
Mirrors and Models
Week Ten (Tuesday,March 10)
**** Third set of Weekly Summaries due today ****
Week Eleven (Tuesday, March 19)
**** Final “work in progress” Project Due Today ****
Accommodations: Students with documented disabilities are entitled under the law to reasonable accommodations. If you have a disability and need accommodations, you should also contact the Office of Disability Services at 503-838-8250.
Respect: In this class, the expectation is of mutual respect. Western Oregon University is an inclusive community that celebrates diversity and strives to reflect the diversity of our pluralistic society in our faculty, staff and students. We do not discriminate on the basis of race, class, linguistic background, religion, gender identity, sex, sexual orientation, ethnicity, age, or physical ability. In this class the goal is to establish an environment that values and nurtures individual and group differences and encourages engagement and interaction. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world and about ourselves. By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be.
Disability Accommodations: If you have a documented disability that may require assistance, you will need to contact the Office of Disabilities Services (ODS) for coordination in your academic accommodations. The ODS is located in the Academic Programs and Support Center (APSC) Suite 405. The phone/TTY is (503) 838-8250.
Military Service Statement: Veterans and active duty military personnel with special circumstances are welcome and encouraged to communicate these, in advance if possible, to the instructor.
Student Success Specialist: Students in this class may be referred to the WOU Student Success Specialist (SSS) if the instructor determines their performance in the class is placing them at academic risk. The SSS will offer to work with referred students to address issues and develop a student success strategy. Irrespective of whether a referral has or has not been made, you are ultimately responsible for tracking your own progress in this course.
WOU Writing Center: If you feel you need additional assistance with your writing, I encourage you to take advantage of the writing center. Help is available. For further information go to: www.wou.edu/writingcenter.