EAD 624 PLANNING FOR INSTRUCTION IN NONTRADITIONAL SETTINGS - February 2001 - Education - http://maxpages.com/cel/EAD_624_Planning_for

CATALOG DESCRIPTION
Analyze problems and issues in administration of learning programs for students located in nontraditional settings including prisons, malls, churches, factories, and other workplace situations.

COURSE PHILOSOPHY
While the course will draw heavily on the field of nontraditional instruction, it is not just meant for teachers and administrators working in those fields, but also for those interested in identifying and planning educational programs at any level. It takes the view that all of education is interrelated, and that elementary, secondary, and higher education should be viewed as one system along a continuum as opposed to discrete autonomous institutions; a system where people progress, engendering lifelong learning.

PREREQUISITES
None

REQUIRED TEXT/INSTRUCTIONAL MATERIALS
Caffarella, Rosemary (1994). Planning Programs for Adult Learners. Jossey-Bass.
http://www.maxpages.com/cel

COURSE GOALS AND OBJECTIVES
Goals Statement: This course seeks to help students understand that the profession of administration is Concept and knowledge-driven, LEArner-centered, and Relevant to diverse settings and roles.

After completing this course, the student will be able to:
1. Develop and conduct a program for the nontraditional learner in sites away from the traditional school building (C, LEA, R).
2. Discuss the implications of alternative site programs related to equipment, technology, budgetings, and staffing ( C ).
3. Integrate the educational program with the existing agency; maintain the integrity of the program while successfully collaborating with appropriate organizations (C, LEA, R).
4. Plan effective delivery modes and schedules for the nontraditional facility (C, LEA, R).

GENERAL METHODOLOGY
A variety of instructional methodologies will be deployed to attain course objectives, including: cooperative learning experiences, team projects, presentations, research, readings, lecture, and discussion.

COURSE OUTLINE/ACTIVITIES/ASSIGNMENTS DUE

February 9,10
Overview of courseSystems approach to analysis
Problem-Solving/Decision-Making
The environment of adult education
Educational stakeholder perspectives
Managing change
Issues identification and definition
Internet-based research
DUE: Pre-course assignment

March 2,3
Facilitation, discussion, and analysis of Chapters 1-14
DUE: Facilitation outline

March 16,17
Research Project presentations, discussion, and analysis
Final Exam
DUE: Research Project

EVALUATION
A variety of evaluative assignments will be deployed to assess levels of student learning, including:
· Pre-course assignment (10%)
· Facilitations (30%)
· Research Project and presentation (40%)
· Final Exam (20%)

GRADING SYSTEM

A = 100 – 97
A- = 96 – 94
B+ = 93 – 91
B = 90 – 88
B- = 87 - 85
C+ = 84 – 82
C = 81 – 79
C- = 78 – 76
E = Below 76

PRE-COURSE ASSIGNMENT
1. Select 3 of the topical areas listed below.
· Virtual colleges/universities
· Teaching on-line
· Distance education
· Incarcerated students
· International education
· Prior learning credit
· Nontraditional education
· Nontraditional learning setting
· External degrees
· Licensing out-of-state institutions
· Marketing educational programs
· Diploma mills
· Irrelevance/relevance of universities in the future
· Adult literacy
· Web-based learning resources (library, etc.)
· Providing education programs for deployed military personnel
2. Compile a list of at least 3 current issues for each of the 3 topical areas you selected.
3. Document the issues, i.e., bring documents to class that provide empirical evidence of your issues. The documentation can be articles written about the issues (published within the last 12 months), in-house documents (memos, reports, handbooks, brochures, etc) from institutions that provide instruction in nontraditional setting, or valid information from the World Wide Web.
4. Be prepared to lead a class discussion, 10-15 minutes ling, on the list you developed. Submit a brief written outline of what you intend to lead during the class discussion.

FACILITATIONS
These will be discussed during the first class session.

RESEARCH PROJECT AND PRESENTATION
These will be discussed during the first class session.

FINAL EXAM
This will be discussed during the first class session.

SELECTED BIBLIOGRAPHY

Anderson, C. L., & Kime, S. F. (1990). Adult higher education and the military: Blending traditional and nontraditional education. Washington, DC: American Association of State Colleges and Universities.

Apps, J. W. (1994). Leadership for the emerging age: Transforming practice in adult and continuing education. San Francisco: Jossey-Bass.

Barron, A. E., & Ivers, K. S. (1996). The Internet and instruction: Activities and ideas. Englewood, CO: Libraries Unlimited.

Caffarella, R. S. (1994). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco: Jossey-Bass.

Cervero, R. M. & Wilson, A. L. (1994). Planning responsibly for adult education: A guide to negotiating power and interests. San Francisco: Jossey-Bass.

Cervero, R. M., & Wilson, A. L. (1996). What really matters in adult education program planning: Lessons in negotiating power and interests. San Francisco: Jossey-Bass.

Dirkx, J. M., & Prenger, S. M. (1997). A guide for planning and implementing instruction for adults: A theme-based approach. San Francisco: Jossey-Bass.

Farquharson, A. (1995). Teaching in practice: How professionals can work effectively with clients, patients, and colleagues. San Francisco: Jossey-Bass.

Fingeret, H. A., & Drennon, C. (1997). Literacy for life: Adult learners, new practices. New York: Teachers College Press.

Hammon, D. L., & Albiston, S. K. (1998). Completing graduate school long distance. Thousand Oaks, CA: Sage.

Harasim, L. M. (1995). Learning networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press.

Hiltz, S. R. (1994). The virtual classroom: Learning without limits via computer networks. Norwood, NJ: Ablex.

Houle, C. O. (1996). The design of education (2nd ed.). San Francisco: Jossey-Bass.

McMaster, M. D. (1996). The intelligence advantage: Organizing for complexity. Boston: Butterworth-Heinemann.

Morgan, R. R., Ponticell, J. A., & Gordon, E. E. (1998). Enhancing learning in training and adult education. Westport, CT: Praeger.

Rossman, M. H., & Rossman, M. E. (1995). Facilitating distance education. San Francisco: Jossey-Bass.

Rowley, D. J., Lujan, H. E., & Dolence, M. G. (1998). Strategic choices for the academy: How demand for lifelong learning will re-create higher education. San Francisco: Jossey-Bass.

Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page.

Senge, P. M. (1994). The fifth discipline fieldbook: Strategies for building a learning organization. New York: Currency.

Sissel, P. A. (Ed.). (1996). A community-based approach to literacy programs: Taking learner's lives into account. San Francisco: Jossey-Bass.

Smith, M. C., & Pourchot, T. (Eds.). (1998). Adult learning and development: Perspectives from Educational Psychology. Mahwah, NJ: L. Erlbaum Associates.

Spille, H. A., Stewart, D. W., & Sullivan, E. J. (1997). External degrees in the information age: Legitimate choices. Phoenix, AZ: Oryx.

United States. Congress. Senate. Committee on Labor and Human Resources. (1997). Technology and the virtual university: Opportunities and challenges; hearing of the Committee on Labor and Human Resources, United States Senate, One Hundred Fifth Congress, first session ... April 16, 1997. Washington, DC: Government Printing Office.

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