AEE 523 - Adult Education in Agriculture (Section 001 & 601)                                

Spring 2009                                

Distance Delivered                                

 

Instructor:

Dr. Mark J. Kistler

Office: 210-C Ricks Hall

Phone:  (919) 513-2349          Fax:  (919) 515-1965

Email: mark_kistler@ncsu.edu

WWW:  http://www.cals.ncsu.edu/agexed/

Office Hours: Monday, 2:00-3:45 PM; Wednesday & Thursday, 10:00 AM-Noon

                      Other hours by appointment.

Catalog Description

Designed to meet needs of leaders in adult education. Opportunity to study some of basic problems and values in working with adult groups. Attention given to problem of fitting educational program for adults into public school program and other educational programs as well as to methods of teaching adults

Course Objectives

Upon completion of this course, the student will be able to:

1.               Describe the development of adult education in Agricultural and Extension Education.

2.               Understand the major theories that have shaped adult education.

3.               Describe the characteristics, learning principles, and motivations of adult learners.

4.               Select techniques and methods appropriate for adults based on the learner's needs and learning environment.

5.               Understand and describe the role of the adult educator.

6.               Recognize the diverse audiences and providers of adult education, and analyze how educational programming reflects that diversity.

7.               Examine the use of distance technology in adult education.

8.               Apply adult learning theory to effective practice.

Required Text

Knowles, M.S., Holton III, E.F., & Swanson, R.A. (2005). The adult learner (6th ed.). Burlington, MA: Elsevier, Inc.  ISBN - 13: 978-0-7506-7837-7; ISBN - 10: 0-7506-7837-2 9.  Available through the NCSU Bookstore- http://www7.acs.ncsu.edu/ncsubookstores/ or through an online bookstore like Amazon.com for ~$35.60.

            Course activities, readings, and handouts will be provided on the course web site (http://www.cals.ncsu.edu/agexed/aee523/index.html) and/or in WebCT                 Vista (http://vista.ncsu.edu).

 
Course Assignments

I.          Discussion Board (150 points = 30% of grade)

                                    Due Date:       Instructor’s Posting - Each Week by Thursday, 6:00 PM

                                    Peer’s Posting - Each Week by Sunday, Midnight
 

II.         Philosophy of Adult Education (50 points = 10% of grade)

The purpose of this assignment is to have students develop a statement of what they believe about teaching and learning and about adult education in general. This includes what you believe, why, and brief examples of how you implement it in an adult education setting. While a statement of your philosophy of teaching is an important item to include in your portfolio, it also serves a much more important role. It can serve as a guide for designing and implementing educational programs, and identify where you have changed or progressed in your thoughts and beliefs about adult education.

This assignment will be different for everyone, and as such, the only grading criteria will be the fact that it is up to two pages in length, proper spelling and grammar, and shows integration of course concepts into an honest philosophy. Include citations and sources along with your thoughts and feelings about how you will integrate adult education theory and concepts into your personal adult education teaching philosophy.

Here are a few questions to consider when you are putting this document together:

·      How do you go about motivating adult students?

·      What do you think are attributes of successful adult learners?

·      What is something you have learned in this course that you would like to apply in your teaching?

·      How do you feel educators can get better at what they do?

·      As an educator, what are your main concerns in the educational setting?

·      What do you think makes a successful educator in your field?

·      What kinds of materials do you think would help you in an educational setting?

·      How do you deal with diversity in the classroom?

·      What do you feel your roles and responsibilities as an educator are?

Out of the 50 total points, the preliminary paper will count 30 points, and the final/revised paper will count 20 points.  Your philosophy paper should be no more than two pages in length.

                                     Due Date:       Preliminary Paper - February 1

                                    Final/Revised Paper - April 19

III.        Personal Reflection Journal (100 total points, 20% of grade)

The goal of this assignment is to help you become personally reflective about your own experience of learning from the perspective of adult learning principles.  Document your reactions to the required readings (Knowles et al., 2005; and other readings as assigned), class modules, and class discussion.  This is not to be an abstract of the class modules or readings, but your personal interpretation of the class modules and readings based upon your own personal experiences.  You should also reflect upon how you could or will apply the content of the reading to your work (or future work) environment.  See Criteria for Written Work for formatting of abstracts.  Each abstract should be no longer than three pages in length.  Each reflection is worth 25 points each.

                                    Due Date:       Reflection #1 (Class 1-4) – February 8

                                    Reflection #2 (Class 5-7) – March 1

                                    Reflection #3 (Class 8-10) – March 29

                                    Reflection #4 (Class 11-14) – April 26

IV.        Adult Learner Interview (125 points, 25% of grade)

This is the capstone assignment for this course designed to provide the opportunity to learn about adults as learners from the perspective of the learner – in essence, bringing the course principles and concepts “to life” (theory to practice).  The goal is to assist an older adult (60 years of age or older) to become personally reflective on his/her personal journal of learning throughout life and into older adulthood. Audio taping the interview is recommended so you will not have to concentrate on taking notes during the interview.  In writing your paper, reflect on what you learned from the interview.  Did the information confirm or contradict what you have learned about adult learners and adult learning?  Was there anything that surprised you?  What are some possible implications for adult learning? An interview guide will be posted in WebCT Vista to help you organize your semi-structured interview along with additional assignment details. 
Your interview paper should be 6-10 pages in length.

            Due Date:       April 19

V.         Take Home Final Examination (75 points, 15% of grade)

The take home final exam will cover all of the course material, including class modules, text book, and other class readings or activities.  The format will be an essay discussion on the issues and concepts discussed over the semester.

            Due Date:       Sunday, May 3 by 11:59 PM

ASSIGNMENT	DUE DATE	TOTAL POINTS	YOUR SCORE	% OF GRADE
Discussion Board	Weekly	150		30
Philosophy of Adult Education		50		10
Preliminary	Feb. 1	30
Final/Revised	April 19	20
Personal Reflection Journal		100		20
#1 (Class 1-4)	Feb. 8	25
#2 (Class 5-7)	March 1	25
#3 (Class 8-10)	March 29	25
#4 (Class 11-14)	April 26	25
Adult Learner Interview	April 26	125		25
Take Home Final Exam	May 3	75		15
TOTAL		500		100

Late Assignments

All assignments are due on the designated day and time posted.   Any assignment received late will lose 10% of possible points for each day the assignment is late (weekends are included).  Assignments will not be accepted four (4) or more days after the original due date.  Students
are to contact the instructor concerning extenuating circumstances that causes them to submit assignments late.

Grading Scale

A+    (97-100%)	C+    (77-79.5%)	F      (Below 60%)
A      (93-96.5%)	C      (73-76.5%)	Assignment of grades is NOT based on a normal (bell) curve.
A-     (90-92.5%)	C-     (70-72.5%)
B+    (87-89.5%)	D+    (67-69.5%)
B      (83-86.5%)	D      (63-66.5%)
B-     (80-82.5%)	D-    (60-62.5%)

                                                                                                                                               

Class Attendance and Participation 

Since this is a web-based course, there is no attendance as such. However, you are strongly encouraged to plan a regular time each week to go to the web site (and WebCT Vista) and complete the lesson. If you don't do this, you will quickly get behind.

For more information on NCSU’s Attendance Regulation (REG02.20.3) please go to: http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.3.php
 

Criteria for Written Work

All written work submitted should be typed, double-spaced in 12 point font, pages numbered, and have one inch margins.  A cover page should be attached that includes your name, assignment title, and date.  All work submitted should follow the APA Publication Manual (5^th ed.) for formatting and referencing.
                     

Revisions 

Revisions to this syllabus may be made at the discretion of the instructor. Changes in dates and topics will be announced through email.

Important Dates

Jan. 7                Classes begin

Jan. 13              Last day to add a course without permission of instructor.  MyPack Portal closes for adds at 11:59 PM (After this day, adds processed in 1000 Harris Hall)

Jan. 19              Holiday (Martin Luther King, Jr Day)

Jan. 21              Last day to enroll or add a course.  Last day to drop a course, or change from credit to audit with tuition adjustment.  Last day for undergraduate students to drop below 12 hours.

March 2-6         Spring Break

March 9            Advising begins for 2009 Summer Sessions and Fall Semester enrollment.

March 10          Enrollment begins for 2009 Summer Sessions and Fall Semester.

March 11          Last day to withdraw or drop a course without a grade at all levels.  Last day to change from credit to audit at all levels.  Last day to change to credit only.  Last day to submit Request for Course Repeat Without Penalty forms.  My Pack Portal closes for Undergraduate and Graduate drops at 11:59 PM.

April 10             Spring Holiday

April 20-24        “Dead Week” - Last week of classes

April 24             Last day of classes

April 27 -

May 5                Final Exams

May 9                Spring Commencement

Tentative Class Schedule

WK	DATES (Mon-Sun)	CLASS TOPIC   See Class Modules at Course Web Site for Activities, Readings, and Assignments (http://www.cals.ncsu.edu/agexed/aee523)	DUE
1	Jan. 12-18	Class 1: Historical Foundations of Adult Education in Agricultural and Extension Education	Discussion Board
2	Jan. 19-25	Class 2: The Need for Adult Education in Agricultural and Extension Education	Discussion Board
3	Jan. 26-Feb. 1	Class 3: Philosophical Foundations of Adult Education	Discussion Board; Philosophy of Adult Ed (Preliminary
4	Feb. 2-8	Class 4: Characteristics of Adult Learners and Learning Styles	Discussion Board; Journal #1
5	Feb. 9-15	Class 5: Andragogy and Adult Learning Principles	Discussion Board
6	Feb. 16-22	Class 6: Adult Teaching Methods	Discussion Board
7	Feb. 23-March 1	Class 7: Adult Teaching Methods II	Discussion Board; Journal #2
8	March 2-8	Spring Break	No Class
9	March 9-15	Class 8: Motivation and Adult Learners	Discussion Board
10	March 16-22	Class 9: Role of the "Teacher" in Adult Education	Discussion Board
11	March 23-29	Class 10: Facilitated Learning	Discussion Board; Journal #3
12	March 30-April 5	Class 11:"Teaching" Diverse Adult Learners	Discussion Board
13	April 6-12	Class 12:Administrative Issues in Adult Education	Discussion Board
14	April 13-19	Class 13:Distance Technology in Adult Education	Philosophy of Adult Ed (Revised)
15	April 20-26	Class 14: Reflections on Adult Education Course Wrap-Up	Journal #4; Adult Learner Interview
	May 3 (Sun)	Take Home Final Exam	Due by 11:59 PM

  

Supplemental Text and References (this is not a comprehensive list)

Text

Birkenholz, R.J. (1999). Effective adult learning. Danville, IL: Interstate Publishers, Inc.  

Brookfield, S.D. (1991). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. San Francisco: Jossey-Bass.

Caffarella, R.S. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (2^nd ed.). San Francisco: Jossey-Bass. 

Cranton, P. (2000). Planning instruction for adult learners (2^nd ed.). Toronto, Ontario, Canada: Wall & Emerson, Inc.

Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007).  Learning in adulthood: A comprehensive guide (3^rd ed.). San Francisco: Jossey-Bass.  

Merriam, S.B., & Cunningham, P.M. (Eds). (1989). Handbook of adult and continuing education. San Francisco: Jossey-Bass.

Galbraith, M.W. (Ed.) (1991). Facilitating Adult Learning: A Transactional Process. Malabar, FL:  Krieger Publishing Company. 

Galbraith, M.W. (Ed.). (2004). Adult learning methods: A guide to effective instruction (3^rd ed.) Malabar, FL: Krieger Publishing Company.

Heimlich, J.E., & Norland, E. (1994). Developing teaching style in adult education. San Francisco: Jossey-Bass.

Journals

Agricultural and Extension Education

·                  Journal of Extension, http://www.joe.org/

·                  Journal of Extension Systems (International), http://www.jesonline.org/index.htm

·                  Journal of International Agricultural and Extension Education, http://www.aiaee.org/journal.html

·                  Journal of Agricultural Education, http://pubs.aged.tamu.edu/jae/

·                  Journal of Southern Agricultural Education Research, http://pubs.aged.tamu.edu/jsaer/

·                  Journal of Leadership Education, http://www.fhsu.edu/jole/
 

Library Resources

The NCSU library has created a special page of resources just for our students at http://www.lib.ncsu.edu/distance/courses/aee/

Departmental Rules/NCSU General Policies 

1.        ACADEMIC INTEGRITY:  Both faculty and students at North Carolina State University have a responsibility to maintain academic integrity. An informational brochure about academic integrity is available from the university and students are encouraged to obtain a copy. Additional information is contained in the NCSU Code of Student Conduct. (POL11.35.1) go to: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php

           Academic dishonesty includes the giving, taking, or presenting of information or material by a student with the intent of unethically or fraudulently aiding oneself or another person on any work which is to be considered in the determination of a grade or the completion of academic requirements. The students and faculty of NCSU believe that the willingness of students to affirm and adhere to the essential values of honesty and integrity in all their academic endeavors is exemplified in the Honor Pledge: I have neither given nor received unauthorized aid on this test or assignment. It is the instructor’s understanding and expectation that the student’s signature on any exam or assignment means that the student neither gave nor received unauthorized aid. 

Specifics for maintaining academic integrity; for online discussion ONLY (Vista, Moodle, etc.) complete APA formatted citations/references are not usually required.  It’s sufficient to reference an article, book, author, website, etc. verbally or with a brief written comment.  For example, “the USDA website shows…” or “the Jones article indicates…” or “Covey’s Seven Habits book says…”  For all other assignments that are submitted full APA (5^th Edition) reference and citation is expected. 
Remember passing another’s work off as your own is plagiarism.

2.        STUDENTS WITH DISABILITIES:  Reasonable accommodations will be made for students with verifiable disabilities.  In order to take advantage of available accommodations, students must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653.  For more information on NCSU’s policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.1) at http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php

3.        LABORATORY SAFETY: There is no formal lab with this course; however, there may be off-campus field experiences.   

4.        EXTRA EXPENSES:  There are no extra charges associated with this course (e.g., field trips) other than those discussed in #6 below.

5.        TRANSPORTATION: Students are expected to provide their own transportation for outside of class activities and assignments.

 

HOW DOES A WEB COURSE WORK?
1.         Each week you will click on the class link that corresponds to that week. You should complete the lesson readings and activities some time during  that
            week and complete and submit all     assignments by the due date.

2.         One of the benefits of taking a course online is the opportunity to experience a multitude of varied materials found on the Internet.  Under the list of learning activities there may be a list of web sites, journal articles, papers and other materials to be reviewed.  In this class we try to utilize the power of the World Wide Web (WWW).  You are to visit each site that is listed under the learning activities and read or view the materials.  For some of the materials, you ight need to have the Acrobat Reader on your computer.  If you don't have this program, it can be downloaded for free.

3.         You should establish standard times every week to work on this class. You do not want to get behind because it will be hard to catch up. In a typical on-campus class you would spend 3 hours in the classroom and 6-9 hours reading and doing assignments during a week. This class will take similar time commitments.   Please note that you can expect to spend 9-12 hours each week on this class.  Many students enrolled in this class are taking other classes and/or have employment and/or personal obligations; it is your responsibility to plan accordingly.  An effort will be made to accommodate schedule conflicts that are brought to the instructor’s attention in advance.

For a printable version of this syllabus click here.