HRD 649
Thoughts about
Group Process in 649-Syl
SEMINAR IN
ADULT EDUCATION AND
HUMAN
RESOURCE DEVELOPMENT
Fall, 2003
HRD 649
E. Michael Brady
Dept. of
Human Resource Dev.
mbrady@usm.maine.edu
Storm Info.
line: (207) 780-4800 office: (207) 780-5312
This seminar addresses current issues,
problems, and topics
in adult
education and human resource development.
Participants
are to
select, develop, and present topics of
interest and, with the
help of a variety of seminar protocols, produce a
paper of publishable
quality. Usually
taken toward the end of the program, this seminar
presents an
opportunity to apply knowledge and skill to problems
current in
the field of adult education.
1.
This course will widen and deepen participants'
knowledge of important issues in
adult education
and human resource development.
2.
The seminar will create an opportunity for a
group‑designed learning
experience.
3.
Each seminar participant will conduct one course
module on an issue of her/his choice.
4.
The seminar module each member leads will form the
basis of a written paper. This text will be
of a quality suitable for publication
in a
journal or magazine in adult
education,
training and development,
gerontology, or other
field related to our profession.
5.
The seminar will demonstrate the efficacy of Eduard
Lindeman's statements, “Adult
education helps to give
meaning to experience” and is best
represented in
situations where “friends are
educating each other.”
1.
This course will consist of a series
of discussions
based upon the experience and
interests of seminar
participants. Selected readings will also be
discussed. Seminar members will share responsibility
with the instructor for leading
discussion sessions.
2.
Session (module) facilitators will work to assist
fellow seminar members to be as well
prepared as
possible for effective group
discussion. Advanced
readings, outlines,
and other aides to preparation
of selected topics to be discussed
are encouraged.
3.
As stated in Goal #4 above, an outcome of this
seminar for each participant is a
written paper.
Members will engage a process‑model
of writing where
their ideas will be sharpened and
developed by
way of "focus sessions,"
facilitated learning modules
on selected questions/themes in
adult education,
and “postscript” periods at the end
of the seminar.
By way of feedback, support, and
criticism, each
member’s written text becomes, at least in part,
the product of the whole group.
4. As a way of creating a formal
mechanism for feedback,
each member of the seminar will
write a letter to
the individual who has facilitated a
capstone module.
The purpose of this letter is to
share thoughts
about the presentation/facilitation, provide
constructive criticism, and offer additional
resources for the development of the
written paper.
Letters are to be given to the
module facilitator via
electronic mail or hard-copy no
later than one week
after the module.
5.
One "milestone" product on the way toward
writing
a
publishable paper is an annotated bibliography on the
capstone
topic. This annotated bibliography is to
be
prepared
and submitted to the course instructor at a
designated
time in the middle part of the seminar.
6.
Each participant will take time at the end of the seminar
to review significant achievements
from her/his module,
summarize key ideas received through
the feedback
letters, and report a plan of action
for writing (and possibly
publishing) their paper.
Course
The final grade for this course will be
determined by (1) the quality of the student’s capstone module (2) her/his
overall contribution to discussion in the seminar (3) the quality of the
capstone paper. If necessary, participants may receive a grade of "I"
(Incomplete) in this course. However,
it is highly recommended that all members of the seminar complete the
requirements on time.
If you need course adaptations or
accommodations because of a disability, please make an appointment with Mike as
soon as possible. At any point in the
semester if you encounter difficulty with the course or feel you could be
performing at a higher level, consult with Mike. Students experience difficulty in courses for
a variety of reasons. For problems with
writing skills or time management, make an appointment to see a tutor at the
Thoughts About Group Process in HRD 649
The ultimate success of this capstone
seminar rests on the nature of the group discussions that are engaged. Every member of HRD 649 has responsibility
for contributing to the seminar culture.
Please consider the following ideas
to be foundational values for our shared group experience:
a)
The group will work to create an environment
of respect and trust so that
all members
feel free to express their
thoughts and
feelings openly.
b)
Everyone tries to actively participate in
group activities and
discussion (which
includes attentive listening
as well as
speaking).
c) Critiques of ideas are made in a
constructive
manner with the intent to
develop greater
understanding and ultimately
more thoughtful,
richer, and
artfully written capstone papers.
d)
There is no "finished" idea, theory, perspective.
We adult educators/learners
and the seminar
modules we author are and will
remain works in
progress.
e)
The group contributes to the learning and
"success" of the
individual and vice versa.
f)
An informal environment, where humor and
personal stories are
welcome, will foster
greater community and will
enhance the
learning experience.
g)
A true community of learners is a precious
and rare phenomenon. However, it is capable of
being built by hard work, the willingess
to trust and take risks, and genuine care
for one's fellow learners.
HRD 649 in Relation to CEHD
Using
Program Content, Knowledge, Skills, and Dispositions to Design Educational Programs
- This seminar is designed for all members to have opportunities
for investigation of one or more important issues in adult education/human
resource development. In addition to the
adult education content that will be treated, skills in discussion planning and
facilitation will be practiced in this seminar.
Forging Connections and Partnerships - It is not the goal of this course to be
field-based or to extend connections into the community. However, successful publication of a capstone
paper may serve to influence ways of thinking and practice among adult
education professionals.
Modeling
Reflection and Critical Inquiry - This seminar requires rich and thoughtful
reflection and inquiry into issues and problems in adult education and human
resource development. Formative evaluation mechanisms are in place in HRD 649
to ensure timely feedback.
Developing
Best Professional Practices - The course facilitator will be attentive to
modeling best practices in adult education.
These practices will be discussed/critiqued at critical junctures in the
course.
Validating
Practices - Students will demonstrate best practices in adult education by
(1) planning and facilitating a capstone seminar module on a key issue/problem
in the field (2) providing constructive feedback to classmates’ modules (3) writing
a seminar paper that is of publishable quality.
Seminar Topics and Schedule
Specific themes for capstone modules will be
selected and presented by individual members of the seminar. These themes, and the dates on which modules
will be facilitated, will be determined during the first several classes.
“Focus Sessions” will be scheduled early in the term (during weeks preceding
the modules) and “Postscripts” will occur during the final two weeks of the
semester.
September 4 Introduction to the Seminar
September
11 Four Focus Sessions: Robin, Kevin, Roger & Pat
September
18 Three Focus Sessions: Sherrie, Natalie & Skip
"Writing for
Publication" (Facilitated by Mike)
September
25 Reading / Module Planning
October
2 Reading / Module Planning
October
9 Module: How Can The Nest be Empty If
I’m
Still In It? (Robin)
October
16 Module:
Teaching For The Profound By Teaching
The Mundane (Kevin)
October
23 Module: Adult Education History of Rural Working
Class Women in
History Predict Curriculum?
(Pat)
Annotated Bibliography Due
October
30 Module: Mentoring Adult Learners – Redefining
The Traditional Roles (Roger)
November
6 Module: Leadership of Volunteers (Skip)
November
13 Module: Using Adult Learning Theories
In Seminary
(Natalie)
November
20 Module: Bridging The Gap Between Community
And Education
(Sherrie)
November
27 No Class - Thanksgiving
December
4 Postscripts
December
11 Postscripts
December
18 Capstone Paper Due