Criteria for Course
Evaluation
HISTORY AND PHILOSOPHY OF
ADULT EDUCATION
HRD 600 -
FALL, 2003
Michael
Brady
207 – 780 – 5312
HRD
Department, Bailey Hall 400-B mbrady@usm.maine.edu
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
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.
At the conclusion of this course
participants will be able to –
- Describe historical events
and programs that have helped to form current practice in adult education
- Identify major writers, their
works, and the specific nature of these contributions to the history and
philosophy of adult education
- Understand the principal
philosophical underpinnings of current adult education theory and practice
- Increase awareness of gender,
race, age, and class issues as they have been expressed in core conflicts
in adult education historically and as they continue to be encountered by
adult educators in contemporary practice.
- Demonstrate critical thinking
through writing, in-class group discussion, and asynchronous electronic
communication (e.g., e-mail and
“Blackboard” discussions)
- Explore in depth a practice
site in adult education and explain its philosophical underpinnings
- Articulate a personal
statement about the meaning of adult education
Major Questions Driving This Course of Study
- What are the major historical
events and programs that helped to shape current practice in adult
education?
- Who are the key players? What books did they write? What programs did they help to develop?
- What are the principal
philosophical underpinnings of adult education, including its assumptions,
beliefs, and values?
- What core conflicts/debates have been played out historically and continue to be
played out in the field of adult education?
- How and where is adult education
practiced today?
- What is the meaning of adult
education as defined by selected writers and practitioners? As defined by each course participant?
Lindeman, Eduard (1989). The Meaning of Adult
Education.
Sapphire (1996). Push.
A choice of either: Ueland, Brenda
(1987), If You Want to Write,
Graywolf
Press or Cameron, Julia (1998), The Right to Write,
Jeremy P.
Tarcher
HRD 600 “Coursepack”
of articles, book chapters, and discussion organizers
In addition to these core texts, all of which are
available in the USM campus bookstore, members of this course 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 of the Master of Science
in Adult Education Program commented that our program could be retitled a “Master’s Degree in Writing.” While perhaps hyperbole, there is a small
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 individual taking HRD 600 for credit
is expected to keep a “learning journal.”
This is a log of insights, reflections, questions, analyses,
observations, and perhaps creative endeavors.
You 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 recommend
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
evaluated by two persons – you and the instructor. You will be asked to provide a letter grade
based on the following criteria:
- clarity of articulation of
ideas
- linking personal experiences and reflections
with key ideas in the field of adult education (as expressed by specific
references to core and/or supplementary readings)
- depth of thought and
analysis (beyond a mere surface treatment of ideas)
- while these additional dimensions
are not required in journal summaries,
when self-evaluating please take into consideration special
efforts you have made in research,
risks involving creativity, etc.
Please state your self-evaluation in grade
form (e.g., B -,
B, B+, A-, A)
with a brief commentary of 30 – 50 words.
This self-evaluation may be written in a paragraph immediately following
the journal summary or on an attached page.
In
addition to the three journal summaries submitted at various intervals during
the term, each
member of HRD 600 will write an end-of-course essay on the theme, the
meaning of adult education. Eduard Lindeman wrote a book with
this title. You are asked only to write
a 2000 – 3000 word essay. Take the best
ideas you have learned this semester, include insights gleaned from your
journals and conversations with classmates, and write a statement about what
adult education means to you. Once
again, you will be asked to evaluate your own work using the criteria stated
above.
Special request: Please submit all course papers in hard-copy
(paper) format. The department’s
printing budget has been decimated in recent times, in good part, by faculty printing
on the department printer student papers sent electronically. Thank you in advance for complying with this
request.
Each student, working either alone or with a small
team of classmates, will conduct a field study to examine some area of practice
in adult education. Please choose an
area which (1)
you are not already intimately familiar with and (2) you would enjoy studying
or from which you would derive personal benefit. Examples from recent sections of HRD 600
include large and small public school adult education programs, a training
division in a corporation, a public library, museum, university continuing
education unit, consulting firm, staff development department in a hospital, area agency on
aging, and a holistic health organization.
The field study involves a combination of
investigation methods: library or
internet resources to familiarize yourself with the general sub-field you have
chosen; review
of agency documents; personal interviews
(telephone and/or face-to-face) with key staff;
interviews with students/clients;
participation 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.
Blackboard
Discussions
The
HRD 600 in Relation to CEHD Conceptual Framework
Using
program content, knowledge, skills, and dispositions to design educational
programs - This course will introduce graduate
students to the important content and knowledge in the tradition of adult
education. Adult education skills will
be demonstrated by the facilitator and will also be practiced by students as
part of their field study presentations.
Forging
connections and partnerships - The field study portion of
HRD 600 invites students to engage with key organizations in the community
which practice adult education. Tie
collaborative learning aspect of this project will enhance in-class
connections.
Modeling
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.
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 way of writing (e.g., journal summaries and
final course essay), participating in group discussion, and both planning and
facilitating a field study report.
Criteria for Course Evaluation
Projects will be both self-evaluated and
assessed by the instructor. The final
grade for the course will be determined by the quality of the three journal
summaries (25%), “The Meaning of Adult Education” essay (25%), field study presentation (25%), and
the student’s overall contribution to group discussions (25%).
Accommodations
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 for a variety of reasons. For problems with writing skills or time
management, make an appointment to see a student tutor at the
Course
Schedule
September