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CH 530/ Principles of Adult Education


Canyon College
Community Health Education Program


Syllabus

CH530
Principles of Adult Education
This course is intended for educators working in health care and community service settings, although the student of general education principles and applications will benefit from content and applications also.


Your instructor welcomes you to this course! Please print and save this information!
Dale Mueller, EdD, RN, NHA
dmueller@canyoncollege.edu
http://www.love2learn.com

office 909.920.5854

fax 909.920.6046


Course Description | Overview | Course Objectives | Weekly Assignment Objectives
Course Policies | Grades | Required Text | Contact Instructor


I. Course Description

This course is intended to introduce the graduate student to principles, theories, and considerations for educational endeavors in community settings where adults comprise the primary audience of learners. Given that adults may have multiple roles and responsibilities in relation to health and health teaching, this course explores the various ways that community health educators can support healthy communities by constructing meaningful experiences for adult audiences. This course includes learning theory, human development and learning styles as well as literacy, adults with disabilities, and the role of cultural competence as considerations for design and planning of educational offerings in community settings. The role of the community health educator and relationship-building with adults in their own communities is also explored.

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II. Course Objectives

At the conclusion of this course, students will be able to: |Return to Top|

III. Overview

This course is intended to facilitate an appreciation for the significant aspects of adult and lifelong learning, and to derive a personal teaching style that promotes facilitation, advocacy, and awareness of sensitivities necessary for success in working with adult learners. The community health educator should assess expectations and learning styles, as well as cultural needs, values and relationships, when planning and implementing educational events and interventions. The considerations of self-driven lifelong learning that is most dominant in adult learners are discussed in-depth in this course.

Course assignments are designed such that they are individually tailored within an area of focus as selected by the student, thus supporting the specific career interest of each student. The first half of this course provides background in theory and course design, and the later weeks focus on applications regarding sensitivities of the individual learner or community of learners. Throughout the course, the graduate student is encouraged to focus the relevance of each week's activity to best meet the future anticipated roles and needs of their own areas of interest and service.

This course has weekly homework assignments or activities, which will draw upon numerous and varied resources. These activities and assignments include information from readings, research, prior coursework, and personal experiences. There may be occasions throughout the course that information drawn from the student's own community can be integrated into the learning opportunities.

There are short papers and original works required throughout this course; there is no formal final examination. The course work from weeks One through Four will constitute the midterm grade, and weeks One through Eight inclusive will constitute the final grade. Requirements and specific details for these papers and projects are given in the weekly assignment section of this syllabus, and may not be available for public view without an enrollment password issued by Canyon College.

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IV. Textbook - Online Bookstore

Required text - there are two editions - students may select either edition. The budget minded student may be able to locate used versions of either one, so reading assignments for both 1994 and 2002 editions are listed in the Assingments section of this course:

Vella, J. (1994). Learning to listen, learning to teach: The power of dialog in educating adults. San Francisco: Jossey-Bass. ISBN #: 0787939633

Vella, J. (2002). Learning to listen, learning to teach: The power of dialog in educating adults. Revised edition. . San Francisco: Jossey-Bass. ISBN #: 0787959677

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V. Weekly Assignment Objectives

Upon successful completion of Week 1 assignments, the student should be able to: Upon successful completion of Week 2 assignments, the student should be able to: Upon successful completion of Week 3 assignments, the student should be able to: Upon successful completion of Week 4 assignments, the student should be able to: Upon successful completion of Week 5 assignments, the student should be able to: Upon successful completion of Week 6 assignments, the student should be able to: Upon successful completion of Week 7 assignments, the student should be able to: Upon successful completion of Week 8 assignments, the student should be able to: |Return to Top|

VI. Course Policies

On-Line Participation. Since this course is offered over the Internet, which allows students to participate at "any time, any where," it is important to plan your time carefully. Students are expected to pace themselves to access assignments, prepare their work and necessary research, and submit assignments to the instructor by the established due dates. Students are expected to make use of local resources as well as required readings.

Course Week and Due Dates. Generally, Monday is the first of the course week, and Sunday is the last day of the course week. Assignments scheduled for completion during a class week should be sent to the instructor via email or fax by end of the day Sunday, determined by your own time zone. If a student is sending assignments through the postal service, please make prior arrangements with instructor, as there is no postal delivery on Sunday. Given that this is a graduate level course, and that some community contact and independent research is necessary to fulfill assignments, some flexibility regarding due dates may be granted by mutual agreement between student and instructor.

-------------------------------------------------------------------------------- Submitting Assignments - Instructions.

Students may submit work in MSWord (any version) or Excel (any version) or HTML and send as an email note or file attachment. If you use another word processing program (such as Works), please save as an .rtf file.

Formats for files received other than those specified here that your instructor cannot open using MSWord or a Word converter program for PC or Macintosh will be returned to you for reprocessing, and will be considered late. Any questions on formatting of your file attachment documents, please Email your instructor with any questions now and we can find a format that will work for your particular needs. Thanks in advance on this matter.

Please include name, reply address, title of assignment, title of course, and date submitted on the document itself, in addition to the email text. Please indicate "CH 530" in the subject line of your email.

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Late Assignment Penalties. Weekly assignments must be received by the instructor not later than Sunday midnight (your time zone) of the week assigned. Students who anticipate that their schedule may cause assignments to be out of compliance are advised to contact instructor at least one week in advance, as an extension may be permitted with prior mutual agreement. Instructor discretion regarding point penalties for any late work will be considered final.

Absentee Policy. While this course is designed to be completed through independent study, "attendance" is recorded through assignment submissions in a timely manner to the instructor's email address (or via post or fax). However, please note that any student who has not participated (completed assignments) for 14 consecutive days without prior discussion with the instructor regarding such absence shall be recommended for administrative withdrawal. The school shall make recommendations to the instructor as to what action will be taken.

Academic Honesty. Canyon College policies are in effect. All work must be your own. Presenting as one's own the words, ideas, or expression of another in any form is cheating through plagiarism, and will not be tolerated.

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VII. Grading

Assignments will be graded based on completeness, correctness and timeliness of submissions. There is a total of 100 points possible.

Grading Criteria for Graduate Courses

Given that graduate courses are designed to support development of competencies and integration of theory with practical applications, the following criteria will be used by your instructor to assign both midterm and final letter grades based on assignments in aggregate. Please note that with few exceptions, there are no letter or point grades for weekly assignments, as the learner's work is assessed in aggregate based on demonstrated achievements toward the course objectives.

Categories for assessment by the instructor of the graduate student's work are as follows:
UNDERSTANDING
Content of readings and other assigned source materials should be reflected by critical analysis and synthesis of ideas in work submitted. Intellectual depth of understanding also applies, by evidence of advancing the course objectives within the student's breadth of knowledge.

APPLICATION
Examples and discussion of course content as assigned to real-life situations, including critique or conclusion.

CLARITY OF EXPRESSION
Written work should be presented in a scholarly manner, with evidence of logic and coherence, including introduction and conclusion as appropriate. Mechanics of writing, such as spelling, grammar, and citations should also be evident.

RESEARCH and SUPPORTING MATERIAL
Examples or evidence as requested should match the level of the assignment, level of inquiry, and depth of investigative endeavor as requested.
Letter grades will be assigned according to the following definitions:
A = Excellent
Work that may be described as superior, excellent, or outstanding. The student demonstrates accuracy, depth of understanding and illustration, and provides original thought and analysis beyond the basic textbook information requested in the assignment.

B = Very Good
Demonstrates high level of competence relative to the assessment criteria, but falls short of the consistent excellence required for A/Excellent category. The B/Very Good category allows for some minor weaknesses in presentation but the content is effectively demonstrated.

C = Satisfactory
Demonstrates the information requested in the assignment, but less completely than B/Very Good work. The major points are expressed, but less complete topic development, and minimal original thought and analysis. Work that contains significant issues with spelling or grammar may fit this category even though development of ideas are of higher levels of synthesis.

D = Flawed
Information digresses and is not adequately focused. Persistent work of D/Flawed level may indicate the student is not ready for graduate level work.
Homework.
Weekly assignments may have more than one component, and the point value for each component is worth 5, 10, or 15 points as shown on the assignment detail.

Midterm and Final Weeks.
The Midterm grade is determined by aggregate point performance of work submitted for assignments designated in weeks 1-4.

The Final point allocation is determined through aggregate points submitted for all weeks of the course.

Final Letter Grade.
Letter grades will be assigned at the conclusion of the eight weeks based on cumulative points achieved over the entirety of the eight week course. The grading scale based on 100 possible points is as follows:

A
A-
B+
B
B-
C+
C
C-
D
F 		=
=
=
=
=
=
=
=
=
= 		95 - 100 points
90 - 94.5 points
86 - 89.5 points
83 - 85.5 points
80 - 82.5 points
76 - 79.5 points
73 - 75.5 points
70 - 72.5 points
60 points to 69.5 points
below 60 points


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