Instructor:               E. Michael Brady, Ph.D.
                                                      Dept. of Human Resource Development
                                                      400-B Bailey Hall
                                                      Gorham, ME  04038
                                                      (207) 780-5312
                                                      mbrady@usm.maine.edu
USM Storm Info Line:                 (207) 780-4800

USM/CEHD Mission

Goal

Course Evaluation Criteria

Grade of "Incomplete"

Major Questions

Reading

Accomodations

Writing

Course Schedule

Field Study
 

COURSE DESCRIPTION

     This course examines historical and philosophical foundations of adult education.  Key trends and theoretical frameworks will be explored.  Students will be introduced to a range of adult education practice domains in Maine and elsewhere.  Creating a “community of learners” and modeling other adult education practices is a central goal of this course.

    To provide an understanding of principal theoretical traditions in adult education and their historical roots.  This course also seeks to provide students with opportunities for collaborative learning through a field-based study.

   1.  What are the major historical events and programs that helped to form current practice in adult education?

   2.  Who are the key players?  What books did they write?  What programs did they develop?

   3.  What are the principal philosophical underpinnings of adult education including its assumptions, beliefs, and values?

   4.  What core conflicts/debates have been played out historically and continue to be played out in the field of adult education?

   5.  How and where is adult education practiced today?

   6.  What is the meaning of adult education as defined by selected writers and practitioners?  As defined by each course participant?

Reading is an important part of most graduate courses.  No exception here.  I am asking that everyone read, at minimum, the following texts:

      Lindeman, Eduard (1989).  The Meaning of Adult Education. Oklahoma Research Center for Continuing and Higher Education.

      Sapphire (1996).  Push.  New York:  Vintage Books.

      A choice of either  Ueland, B. (1987), If You Want to Write (Graywolf Press)
                      or  . . .
                                  Cameron, J. (1998),  The Right to Write (Jeremy Tarcher)

      Course “reader” of articles and book chapters

     In addition to these, all of which are available in the Gorham Campus Bookstore, students are encouraged to further explore authors treated in class, discover other major and minor contributors to adult education, and check out the periodical literature in this field.  Several recommended journals in the USM - Gorham library are Adult Education Quarterly,  Adult Learning, Convergence,  Journal of Continuing Higher Education, and Educational Gerontology.

A recent graduate commented that our graduate program could be retitled a “Master’s Degree in Writing.”  While perhaps somewhat hyperbolic, there is a measure of truth here.  Writing-to-learn is an important component in the total graduate experience as it is in this foundational course in the program.

      Every student taking HRD 600 for credit is expected to keep a “learning journal.”  This is a log of insights, reflections, analyses, observations, and perhaps creative endeavors.  Your journal will allow you to process material we are treating in class, explore your feelings and thoughts about readings, and make connections between various stimuli.

      It is recommended that you make two or three entries per week in your learning journal.  Length of entries will vary by the subject matter chosen and individual writing style.   These journals are for your eyes only, so you won’t have to be concerned with audiences outside yourself.

     What will have another audience (me - and perhaps others with whom you choose to share them) are three journal summaries.  These are synopses of recent learning logs that will range from 750 - 1500 words.   In these summaries you may wish to liberally quote your original journal entries or add brand new material.  The major purpose is to wrestle your big ideas to the surface and present them in a cogent manner.

    These three journal summaries will be read, commented on, and graded by the instructor.  Evaluation is based upon (1) ability to articulate your thoughts and feelings about key issues in adult education (2) attempt to make meaningful connections to the course readings (commentary on books/articles/chapters may be complimentary or critical) and (3) clarity of thinking and writing.

     In addition to the three journal summaries prepared at various intervals during the term,  each student will write an end-of-course personal essay on the theme, The Meaning of Adult Education.   Lindeman wrote a book with this title.  You are asked only to write an essay (2000 - 3000 words).   Take the best ideas you’ve learned this semester, include insights gleaned from your own journaling and conversations with classmates, and write a statement about what adult education means to you.  The same three criteria stated above (with reference to the journal summaries) will be used to evaluate your essay.
 

     Each student will conduct a field study to examine some area of practice in adult education.  Please choose an area which (1) you are not already familiar with  (2) you would enjoy studying or from which you would derive some other personal benefit (3) is generally recognized as an area of adult education in the community.

Examples may include a large or small public school adult education program, a training division in a corporation, library, museum, university continuing education unit, consulting firm, hospital, community health agency, technical college, career counseling center, area agency on aging, or community action program (this is not an exclusive list).

     Study should involve a combination of methods: library or internet resources to familiarize yourself with the general sub-field you have chosen; examination of agency documents; personal interviews (telephone and/or face-to-face) with key staff; interviews with students/clients; participant observation; touring the practice site.

     In the final weeks of this course, people will have time in class to share principal findings from their field study and facilitate a discussion.  In this way each of us will widen and deepen our knowledge and appreciation of the scope of adult education.  Specific criteria for these in-class presentation/discussions will be shared later in the course.

    Reflection and Critical Inquiry - Students and faculty will actively engage in examining and questioning existing thought regarding the meaning(s) of adult education as well as their own personal views.

    Diversity - Factors such as age, gender, race, ethnicity, class, and sexual orientation influence adult learning and the practice of adult education.  These will be explored through readings and discussion.

    Connections and Partnerships - The field study portion of this course invites students to engage directly with key organizations in the community which practice adult education.  The collaborative learning aspect of this project will enhance in-class connections.

     Performance Assessment - Students will demonstrate their content knowledge and understanding of major ideas in adult education by way of their three journal summaries, final course essay, and oral (team) field study presentation.

Students will be evaluated by way of the following criteria:
    Three journal summaries                                                 25 %
    “The Meaning of Adult Education” essay                     25 %
    Field Study Presentation                                                 25 %
    Contribution to discussions and overall course culture   25 %

     All participants in this course are encouraged to complete requirements on time.  However, adult education being what it is, there are many reasons why students may not be able to do so.  The grade of ‘Incomplete’ is a temporary one that is erased from the university records once a revised grade report is sent to the registrar by the instructor.  An analogy is to look upon this option as a kind of insurance policy, but one you would prefer not to have to use.  Please discuss any barriers to completing the course requirements on time with me if such a situation arises and we’ll agree together on appropriate action.

     If you need course adaptations or accommodations because of a disability, please make an appointment with me 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 me.  Students experience difficulty in courses for a variety of reasons.  For problems with writing skills or time management, make an appointment to see a student tutor at the Learning Center, Luther Bonney Hall, 2nd floor (780-4228).  Help is also available through the Counseling Center, 106 Payson Smith (780-4050) and the Office of Academic Support for Students with Disabilities, Luther Bonney Hall, 2nd floor (780-4706).

Jan. 24       Introduction;  Welcome;  Review of Syllabus

Jan. 31       Brainstorm - Definitions/Images/Parameters of adult education
                       What is a “Liberal Arts” education?

Feb. 7        A brief history of the liberal arts tradition (with special focus on
                        Lyceum &  Chautauqua)

Feb. 14     Dewey, Lindeman, and Progressive Education
                 Discussion of Lindeman’s The Meaning of Adult Education
               *  First journal summary due

Feb. 21     No Class - Winter Vacation

Feb. 28     Thorndike, Skinner and the Behaviorist Tradition

Mar. 6      Rogers, Knowles, and the Humanist Tradition
                 Discussion of Ueland / Cameron books on writing
               *  Second journal summary due

Mar. 13     Horton, Freire, and the Radical Tradition
                      (with video, “You Got to Move”)

Mar. 20     Mezirow and Transformational Adult Education
                  Discussion of Sapphire’s Push
                  *  Third journal summary due

Mar. 27     No Class -  Spring Vacation

Apr. 3       Field Study Presentations/Discussion

Apr. 10     Field Study Presentations/Discussion

Apr. 17     Field Study Presentations/Discussion
                 *  "The Meaning of Adult Education" Essay due

Apr. 24     "Careers in Adult Education" Program  -  Class held in Bailey 301

May 1       Field Study Presentations/Discussion

May 8       Selected readings from student writing;  Evaluation