NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE U

SCHOOL OF EDUCATION
DEPARTMENT OF HUMAN DEVELOPMENT AND SERV

COURSE SYLLABUS
Course Information
Course Number/Section
ADED 707.01
Course Title
Foundations of Adult Education
Term
Spring 2016
Days & Times
Monday, 6:00 PM-8:50 PM
Location
Proctor Hall Rm 114
Professor Contact Information
Professor
Niesha C. Douglas Ed.D
Email Address
ndougla1@ncat.edu
Office Location
Proctor Hall Rm 370
Office Hours
Monday, 4:00 PM- 5:30 PM
Tuesday, 4:00 PM- 5:30 PM
Wednesday, 4:00 PM- 5:30 PM
Course Description
This course will introduce and address the philosophical, sociological,
and psychological foundations of adult education, and develop a view
of the subject as a broad, diverse, and complex, field of study,
research, and professional practice. Adult learners will survey many
institutions, programs, and individual activities. The range of methods
and materials used to enable adults to learn will be discussed.
Required Textbooks
Jarvis, P. (2010). Adult education and lifelong learning: Theory and
practice (4th ed.). New York, NY: Routledge.
American Psychological Association. (2009). Publication manual of the
American Psychological Association (6th ed.). Washington, DC:
American Psychological Association.
Supplementary Textbook
Merriam, S. B., & Brockett, R. (2007). The profession and practice of
adult education: An introduction. San Francisco, CA: Jossey-Bass.

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Supplementary Readings
They are listed in the Tentative Course Agenda by the author and date
with complete bibliographic information provided in the Supplementary
Readings Reference List. The supplementary readings for the first two
weeks of the semester will be posted on BlackBoard. ***You will be
instructed on how to download the remaining readings via
electronic database accessible through the Bluford Library and
responsible for downloading readings prior to class meetings.
Compliance with the Americans with Disabilities Act
All reasonable efforts will be made to accommodate the needs of adult
learners with documented disabilities within this course as per the
requirements of the Americans with Disabilities Act (1990) including
changes made by the ADA Amendments Act of 2008 (P.L. 110-325).
Adult learners with a disability must provide official University
documentation from the Office of Disability Services and Veteran
Affairs located in Suite 01 Murphy Hall. Please contact Mr. Joshua Jones
at (336) 334-7765 or via email at jtjones3@ncat.edu. ***Please note
that accommodations and modifications cannot be performed
retroactively. All modifications will occur from the date official
University documentation is provided to the instructor.
Instructional Goals
Present an overview of adult education as a field of practice.
Discuss the adult learner and the principles, practice, and models
for effective adult educational program development.
Introduce characteristics of the adult learner and the adult
learning process.
Explore various principles, practices, and concepts related to
adult learning and teaching adults.
Compare and contrast learning in various settings.
Examine the intersections of practice, theory, research, and
policy related to adult education and lifelong learning.
Adult learners Expected Outcomes
Develop a clear understanding of adult education as a field of
practice
Demonstrate awareness of adult learners characteristics and the
adult learning process
Identify and differentiate between various formal, non-formal,
and informal settings of adult learning.
Acquire a specific knowledge base inclusive of the principles,
practices, concepts, and policies related to adult facilitation and
learning.

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Identify and discuss key issues and dilemmas confronting the

field of adult education.

Topics & Course Objectives

1. The Person as Learner
a. The adult learner will understand the complexity of
defining adult education, and settle upon a definition that
encompasses the broad field
b. The adult learner will critically analyze the sociological
influence on what it means to be an adult learner.
c. The adult learner will write a statement reflecting his or her
personal philosophy of adult education.
2. The Learning Society
a. The adult learner will contrast selected dimensions and
issues of adult education research and practice that
characterize adult education and lifelong learning
worldwide.
3. Education and Learning
a. The adult learner will compare and contrast different
formal, non-formal, and informal settings of adult learning.
4. Learning
a. The adult learner will become aware of the vast knowledge
base regarding types, styles, and theories of learning.
5. Perspectives on Learning Theory
a. The adult learner will be able to make basic comparisons of
learning theories that in part collectively serve as a
theoretical foundation for the field of adult education.
6. Developments in Learning Theory
a. The adult learner will be able to make basic comparisons
across contemporary theories of adult learning.
7. Teaching Adults
a. The adult learner will understand the facilitators role in
adult learning and the importance of his or her teaching
philosophy, attitudes, and behaviors when teaching adults.
8. The Process of Teaching
a. The adult learner will become familiar with four approaches
to teaching adults: didactic, Socratic, facilitative, and
experiential.
9. Theoretical Perspectives on Teaching
a. The adult learner will examine the major theorists of
teaching adults.
10.
Distance Education and Open Learning

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11.

12.
13.

14.

a. The adult learner will examine the nature of distance

education and open learning and the contemporary
practices of these contexts of adult education.
Assessing and Evaluating
a. The adult learner will become familiar with the nature of
assessment, the rationale for assessment, and some types
of assessment with regard to evaluate learners work.
Curriculum Theory and Program Planning
a. The adult learner will be introduced to curriculum theory
and the significance of program planning for adult learners.
Practice, Theory, Research, and Policy
a. The adult learner will become aware of intersection of
practice, theory, research, and policy and its influence on
the field of adult education.
The Professional Preparation of Teachers of Adults
a. The adult learner will identify several key issues facing the
professional field of adult education, including both longstanding and emerging issues regarding
professionalization.

General Course Policies

In the efforts to insure that this course operated efficiently and in the
efforts to insure that all learners are assessed fairly and equitably, we
will adhere to the following policies and procedures:
1. Professionalism: As we occupy this space, respect is not
earned. Rather it is highly encouraged and greatly appreciated!
In other words, in our efforts to be respectful of one anothers
rights, ideas, privileges, experiences, and feelings, we will act
with the utmost integrity and engage in fair and equitable verbal
nonverbal behavior towards all regardless of age, race, disability,
religion, gender, sexual orientation, ableism, or any other
cultural characteristic. Every adult learner is expected to show
professionalism throughout the course. This statement means
that each adult learner is expected to participate in discussions,
is expected to be courteous and respectful of other adult learners
even when various perspectives or positions are presented, is
expected to contribute in group assignments, and is expected to
be prepared for all class sessions.
2. Participation: All adult learners are expected to read the
assigned readings, and every adult learner is expected to
contribute during course discussions and in-class activities.
3. Professional Writing Requirements: Adult learners are
expected to write on a graduate, professional level. This
statement means that each adult learner is expected to type
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documents using Microsoft Word and to proofread these

documents several times before submitting them, correcting
grammatical and mechanical errors and improving content when
and where applicable. ***Additionally, all research-related
papers submitted must adhere to APA format as
prescribed in the Publication Manual of the American
Psychological Association 6th Edition. Points will be
deducted if papers are not submitted with correct APA
format. It is encouraged to utilize the University Writing Center
located in the English Department.
4. Academic Integrity: All adult learners are expected to comply
with the North Carolina A&T State University Academic
Dishonesty Policy. You should familiarize yourself with this policy,
which can be found by visiting
http://www.ncat.edu/divisions/academic-affairs/bulletin/20122014/academic-info-and-regs/academic-dishonesty-policy.html.
5.
Adverse Weather and Emergency Event Policy: According
to NC A&T, adverse weather is defined as:
Significant accumulation of snow or ice, high winds,
tornados, earthquakes, hurricanes, flooding, and other
weather events that can cause a variety of safety risks to
employees, students, clients, customers, patients, or the
general public and impede the ability of individuals to
travel to or from the campus. (UNC Policy, 2016)
We will not meet when the University is closed and I will
communicate with you via Blackboard and or email about the
Universitys decision regarding adverse weather.
6. Cell phone use inside classrooms during class periods is
prohibited. Placing or receiving calls, as well as conversing on
cell phones class, shall be considered as disruptive behavior for
students and may be subject to the Policy on Disruptive Students
in the Classroom (School of Education Faculty Handbook, 2015,
p. 88).
7. Incomplete Grades: At the end of the session, a grade of A,
B, C, or F Shall be recorded based on the individual adult
learners effort and hard work. To be clear, any adult learner
earning a grade below 70 shall earn a grade of F with no
exceptions. The grade of I will only be recorded with regard to
extenuating circumstances.
8. Grading Criteria: The overall course grade will be determined
as follows:
10 points Participation (including 5 points self-assessment of
participation)
10 points Mini-Presentation
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15
15
20
30

points
points
points
points

Philosophical Statement of Adult Education

Quizzes (3 quizzes; 5 points each)
Minor Project
Major Project

******************
93 or higher
A
90-92
A87-89
B+
83-86
B

80-82

B-

77-79
C+
73-76
C
72 or lower F

(NC A&T State University 2014-2015 Graduate Catalog, p. 37)

Assessment of Adult learner Learning
Adult learners will have an opportunity in this course to enhance their
writing, oral presentation, and research skills while they develop their
knowledge and analytical abilities in the field of adult education.
Options are provided in some cases to allow for individualization
according to adult learners personal goals and learning styles.
Assignments with specific due dates should be submitted on time.
Assignments submitted late will be subject to having points deducted
equivalent to one letter grade, depending on the nature of extenuating
circumstances.
Participation & Assignments
1. Participation (10 points). Attendance and participation are
very important, as the approach to teaching this course is based
on adult learner involvement in discussion and activities. If you
need to be absent or expect to be more than 5 minutes late,
please notify the professor of extenuating circumstances via
email. Please keep in mind that chronic tardiness is disruptive to
the class and hence inconsiderate of your colleagues. Each adult
learner will be asked to submit a self-rating on a scale of -5 for
participation and engagement in the content of the course (in
ways either visible or not visible to the professor), along with a
brief statement supporting the rating they have given
themselves. This will serve as the basis for 5% of the overall
course grade. Another 5% will be assigned for participation
based on the professors observations or you attendance,
punctuality, and involved participation. Self-assessment due
May 2nd.
2. Mini-Presentation (10 points). Brief mini-presentations will be
prepared by each class member based an article or book chapter
they have located and read related to (1) history of adult
education or (2) international/global adult education. The
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professor will provide a brief bibliography of readings in each of

these areas. The presentation will not exceed 10-15 minutes and
should be accompanied by a brief written summary or the article
or book chapter. The written summary should be 1-2 pages
single-spaced and the summary is not to be read aloud during
presentation or displayed within the PowerPoint slides. Historical
articles may focus either on institutionalized forms of adult
education, some aspect of informal/non-formal adult education,
or adult education as a part f a social movement. They also may
focus on a particular historical figure that has played a role in
either formal or informal/non-formal adult education in the
United States. The international/global article may focus on
either (1) adult education in a particular country other than the
US, (b) a comparative analysis of adult education across two or
more countries, or (c) globalization as it relates to some aspect
of adult education. A signup indicating preferred dates and
readings for presentation will be completed on January
25th. The options for presentation dates are February
15th and February 22nd.
3. Philosophical Statement of Adult Education (15 points).
Prepare a brief 3-4 page double spaced written statement of your
personal philosophy of adult education. You may use this
statement to affirm and explain your affinity with an established
philosophical framework discussed in course readings or adult
education literature, or you may choose to explain the basis for
your unique or eclectic philosophical approach, again referring to
adult education literature where appropriate. Due March 7th.
4. Quizzes (15 points). Three formative assessments will be
administered in class on the days specified in the Tentative
Course Agenda. Each assessment will be 5 points of overall
course grade.
5. Minor Project (20 points). Two Options are available. Your
choice of option and a brief statement of the topic (1/2 page
single-spaced) should be submitted by February 8th.
a. Class Presentation. Adult learners may work in teams of
two to prepare a brief presentation to the class. This might
be a discussion of a particular type of adult education
programming (e.g. university or community college
adult/continuing education, HRD programs in business or
industry or non-profit sector, labor education, volunteer
education, adult literacy education, etc.), a discussion of
programming needs/delivery for a particular population of
adult learners, or a discussion of a leader or movement in
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adult education history. These presentations should

take you into a realm of adult education practice
other than ones within which you are currently
employed or otherwise most familiar. Discussions of
particular adult education programs will be permitted only
if they are analytical discussions of programs (related to
literature on this type of program) other than the adult
learners place of employment. Each team will have a
maximum of 30 minutes for their presentation. As such,
extensive interaction with class may be limited.
Nonetheless, it should be kept in mind that straight
lectures without visuals aids or some level of interaction
may not hold the classs full attention. A brief bibliography
should be shared with classmates as part of your
presentation. Please indicate in writing your
preferred topic along with 1st, 2nd, and 3rd choices
of dates by February 8th (available dates: March,
28th, April 4th). If this option is selected, all
PowerPoint presentation slides, handouts, and other
visual aids should be submitted by April 18th.
b. Annotated Bibliography. A bibliography of 10-12 sources
with brief annotations (up to one-half page each) should be
submitted. The length is expected to be in the range of 46 pages single-spaced. All references should be related to a
single topic or several related sub-topics. Full bibliographic
information should be provided, along with succinct
statements about the main focus and value of the cited
reference. The reference section of the library contains a
number of published annotated bibliographies that may
serve as useful guides if you are unfamiliar with the
annotated bibliography format. Where feasible, copies of
the bibliography should be distributed to classmates (you
may single space and use double-sided coping if you wish).
If this option is selected, the final product should be
submitted by April 18th.
6. Major Project (30 points). Two options are available. The final
product is due May 9th.
a. Research Paper. Submit a traditional research paper. It
should be word-processed, double-spaced, and 15-20
pages in length (not counting references). A scholarly style
manual should be followed regarding the form of citations
in APA style. The paper should focus either on adult
education programs in a given context or setting, an adult
learner population and their particular characteristics and
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needs, or a socioeconomic or professional issue within

adult education. An A paper will go beyond the
descriptive level to include a thoughtful personal critical
analysis of the topic considered.
b. Interview an adult education practitioner who is
employed in an area of practice that you wish to know
more about. Phases of this project will include:
i. Preliminary reading about the area of adult education
practice that you are interested in and which your
interviewee will be a representative of. Read at least
five articles or book chapters about this area of
practice. A potential but not exhaustive list of
possible areas of practice includes: (a) higher
education programs aimed at adults, (b) adult
literacy or ABE programs, (c) Adult high school
program (GED or diploma), (d) training programs in
business and industry, (e) continuing professional
education programs, (f) workforce development
programs, (g) wellness and health education
programs, (h) parent education programs, etc.
ii. Prepare an interview guide that you will use to ask
the practitioner about key aspects of his or her work
as an adult educator.
iii. Conduct an interview of approximately 30 40
minutes.
iv. Write a paper summarizing and interpreting what you
discovered in conducting the interview. Relate your
discussion back to the literature you reviewed.
Tentative Course Agenda
Date
January 11

January 18
January 25

Topic
Reading(s) & Assignments Due
Introductions
Review Syllabus
Course Expectations
Orientation to Library
Resources
Martin Luther King Day- NO CLASS
Defining Adult
Education
The Person as Learner

Text: Jarvis, Ch. 1

Supplementary Reading:
Rachal (1988); Stubblefield & Rachal (1992)

*Adult learner Mini-Presentation Signup in c

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February
1st

The Learning Society

Text: Jarvis, Ch. 2

Supplementary Reading:
Boucouvalas (2002); Preece (2006)

February
8th

Education and
Learning
Learning

Text: Jarvis, Ch. 3 & 4

Supplementary Reading:
Merriam (2005); Taylor (2006)
QUIZ 1

*Submit in writing your choice of option for

choice is presentation, indicate topic and pr
choices)
February
15

Perspectives on
Learning Theory

February
22

Development in
learning theory

February
29

Teaching Adults
The Process of
Teaching

Text: Jarvis, Ch. 5

Supplementary Reading
Rachal (2002); Merriam (2001)

* Mini-Presentations: History of Adult Educatio

Text: Jarvis, Ch. 6
Supplementary Readings: Baumgartner (200

*Mini Presentation: International/Global Adu

Text: Jarvis, Ch. 7 & 8

*Submit draft interview guide if doing interv

interview by 11:59 PM
March 7

*NO CLASS-SPRING
BREAK!!!!!!!!

**Submit Philosophical Statement of Adult E

March 14

Theoretical
Perspectives on
Teaching

Text: Jarvis, Ch.9 & 10

QUIZ #2
Supplementary Reading:
Wang & Sarbo (2004)

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March 21

March 28

CLASS
Distance Education
and Open Learning
Assessing and
Evaluating

*WORK ON MINOR PROJECT

***Submit in writing your plans for major project by 1

**Minor Project Presentations

Supplementary Reading:
Ashcroft (2013); Klein-Collins & Wertheim (2013)

NO CLASS
CATCH UP ON READING/WORK

April 4

Curriculum Theory
and Program Planning

Text: Jarvis, Ch. 12

Supplementary Reading:
Sealey-Ruiz (2007)
**Minor Project Presentations

April 11

Practice, Theory,
Research, and Policy

Text: Jarvis, Ch. 13

Supplementary Reading:
Hopkins, Monaghan, & Hansman (2009)

April 18

*NO CLASS

*Work on Major Project

*Annotated Bibliography due if chosen.

April 25

The Professional
Preparation of
Teachers of Adults

Text: Jarvis, Ch. 14

Supplementary Reading:
King & Lawler (2003)

May 2

Final Class

May 8

NO CLASS

*Complete Self-Assessment
**Complete Course Evaluations
Wrap up!
*** All Final Projects Due by 11:59 PM
Supplementary Reading List

Ashcroft, J. C. (2013). From access to excess: Changing roles and relationships for
distance education, continuing education, and academic departments in American
universities. In R. G. White & F. R. DiSilvestro (Eds.), New Directions for Adult
and Continuing Education, no. 140 (pp. 39-49). San Francisco: Jossey-Bass.

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Boucouvalas, M. (2002). International adult education: Past, present, and into the future.
Adult Learning, 13(4), 23-26.
Baumgartner, L. M. (2001). An update on transformational learning. In S. B. Merriam,
The new update on adult learning theory. New Directions for Adult and
Continuing Education, No. 89. San Francisco: Jossey-Bass.
Hopkins, J. L., Monaghan, C. H., & Hansman, C. A. (2009). Conflict and collaboration:
Providers and planners implementing the Workforce Investment Act (WIA). Adult
Education Quarterly, 59(3), 208-226.
King, K.P., & Lawler, P.A. (2003). Trends and Issues in the professional development of
teachers of adults. In K.P. King & P.A. Lawler (Eds.), New Directions for Adult
and Continuing Education, no. 98 (pp. 5-13). San Francisco: Jossey-Bass.
Klein-Collins, R., & Wertheim, J. B. (2013). Growing importance of prior learning
assessment in the degree-completion toolkit. In R. G. White & F. R. DiSilvestro
(Eds.), New Directions for Adult and Continuing Education, no. 140 (pp. 51-60).
San Francisco: Jossey-Bass.
Merriam, S. B. (2001). Andragogy and self-directed learning; pillars of adult learning
theory. In S. Merriam, The new update on adult learning theory, New Directions
for Adult and Continuing Education, no. 89 . San Francisco: Jossey-Bass.
Merriam, S.B. (2005). How adult life transitions foster learning and development. In M.
Wolf (Ed.), New Directions for Adult and Continuing Education, no. 108 (pp. 313). San Francisco: Jossey-Bass.
Preece, J. (2006). Beyond the learning society: The learning world? International
Journal of Lifelong Education, 25(3), 307-320.
Rachal, J.R. (1988). Taxonomies and typologies of adult education. Lifelong Learning:
An Omnibus of Practice and Research, 12(2), 20-23.
Rachal, J.R. (2002). Andragogys detectives: A critique of the present and a proposal for
the future. Adult Education Quarterly, 52(3), 210-227.
Sealey-Ruiz, Y. (2007). Wrapping the curriculum around their lives: Using culturally
relevant curriculum with African American adult women. Adult Education
Quarterly, 58(1), 44-60.
Stubblefield, H.W. & Rachal, J.R. (1992). On the origins of the term and meanings of
adult education in the United States. Adult Education Quarterly, 42(2), 106116.

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Taylor, E.W. (2006). Making meaning of local nonformal education: Practitioners

perspective. Adult Education Quarterly, 56(4), 291-307.
Wang, C. X. & Sarbo, L. (2004). Philosophy, role of adult educators, and learning: How
contextually adapted philosophies and the situational role of adult educators affect
learners transformation and emancipation. Journal of Transformative Education,
2, 204-214.

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