ED 610 Unmaking the Adult Learner: Adult Education from Training to Empowered Possibility
Fall Session 2021
Instructor: Dr. Dana Ulveland
Office: Ed. 227
(Please Email For Zoom Appointment)
Monday: 11:00 – 1:000
Wednesday: 1:00 – 2:30
Thursday: 10:00 – 11:30
Other hours by arrangement
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
I have designed this class so that we have a series of written responses as well as a final project. In an attempt to follow good andragogical practices we will work together in determining the response questions and the final project.
Written Reflective Responses
During the term, I ask that you work on a series of written reflective responses. These are responses to the content and questions we are considering in class. Not only do these reflective responses consider the content at hand, but they help us consider how our responses to, and understanding of, the content might impact the way we think about, and teach, adult learners.
Each week I ask that you respond to the content at hand. Your consideration of the ideas we encounter will show evidence of an understanding of the foundations of andragogy, the unique traits of adult learners, and instructional design.
How Many Responses and When?
I will ask that you submit your responses to questions on two different occasions during the term.
The dates I ask that you submit your responses are staggered with submissions from my other classes. So it is easier for me if you are able to send me your responses on the dates listed. If I receive responses late it is difficult for me to respond as thoroughly to your work as I would like. But I am well aware that life happens and sometimes we all need a little extra time. I do, however, have a final date and time that I have to submit my grades to the registrar though–even if we all need a little more time
Each set of responses submitted = 25% (x 2 = 50%)
I will ask that you develop and submit a “work in progress” of an individual study appropriate for adult learning and teaching. This will be our final project. I say a work in progress because I am more interested that you get a chance to explore and try out ideas rather than being pressured to complete a project in such a short amount of time.
Because andragogy honors the interests and desires of the adult learner, you will be able to determine the topic of your own final project. I will provide a few suggestions for final projects you might wish to develop.
The final project will be valued at 50% 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
Pedagogy and Andragogy Compared
Context and Understanding
Learning or Understanding
The Adult Learner: Coming into Being
**** First set of Weekly Responses due this week (Weeks 1, 2 and 3)****
The Andragogical Process Model
Andragogy in Practice
Human Resource Development
From Teacher to Facilitatory
Making Things Happen
Personal Adult Learning
Working with the Elderly
**** Second set of Weekly Responses due this week (Weeks 4, 5, 6, 7, and 8) ****
Week Eleven (Tuesday, December 7)
**** Final “work in progress” Project Due Today ****
Accommodations: WOU values diversity and inclusion; we are committed to fostering full participation for all students. Please notify your instructor if there are aspects of the instruction or design resulting in barriers to your participation.
Disability-related accommodations are determined through the Office of Disability Services (ODS). If you, as a student, believe you may be eligible for disability-related accommodations please contact ODS, they would be happy to work with you. ODS notifies students and faculty members of approved academic accommodations and coordinates the implementation of accommodations. Academic Programs Services Center (APSC) 405
503-838-8250 (voice) https://email@example.com
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.
Academic Integrity: In any academic work — especially graduate work — it is important that the work you do is your own. It is also important that you give credit to others when you make reference to their ideas or their published work. This level of honesty places you ‘into’ a community of academics who work together to bring about a deeper understanding and a greater awareness of the world around us.
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.
Up-to-Date COVID-19 Information
COVID-19 is an ongoing, dynamic situation that may change during any given term, leading to changes in rules and guidance. Find up-to-date information at: Western Oregon University: wou.edu/coronavirus, Oregon Health Authority: govstatus.egov.com/OR-OHA-COVID-19, CDC: www.cdc.gov/coronavirus/2019-ncov
Vaccinations: All students who take in-person classes or who will spend time on campus are required to be fully vaccinated against the COVID-19 virus or submit an exemption before the start of classes. Please contact the Student Health and Counseling Center (SHCC; 503-838-8313, firstname.lastname@example.org) if you have questions about how to submit proof of vaccination or claim an exemption. Further instructions can be found on SHCC’s website at www.wou.edu/health.
Vaccination against COVID-19 remains one of the best ways to protect your health and the health of our community. At least one vaccine has now received full approval by the FDA. For more information on COVID-19 vaccines, including how you can get vaccinated, please visit: https://www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccine-benefits.html
Masks and Face Coverings
The purpose of WOU’s Mask Policy (https://www2.wou.edu/nora/policy.entry.view_policy/?ppolicyid=1077) is to promote the health and safety of students, staff, faculty and the broader community. The State of Oregon and Western Oregon University require that masks or face coverings be worn when indoors on campus (Monmouth and Salem), except when you are actively eating, drinking or engaged in public speaking. If you are alone in an enclosed room (i.e., with four walls, ceiling and a closed door), you can remove your mask. Masks or face coverings should be worn in combination with other measures, such as physical distancing, proper handwashing and vaccinations. Masks or face coverings are also required outdoors, if physical distancing cannot be maintained.
Be prepared for the possibility of remote delivery
Due to ever-changing conditions with COVID-19, students and faculty should be prepared for the possibility that fully in-person and hybrid courses might be switched to remote delivery at any time.