The Adult Learning Environment
HRM 510.331 - Spring 2007
Dr. Barbara Lyon, SPHR
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I. COURSE OVERVIEW
The purpose of this course is to examine the learning patterns, interests and participation patterns among adults, with implications for training and development programs. Particular emphasis will be placed on the participative nature of effective training programs and the joint responsibility for learning between the trainer and the adult participants.
II. COURSE OBJECTIVES
Upon successful completion of the “Adult Learning Environment” course, the student will be able to:
A. Discuss theoretical, historical and operational issues related to maximizing effectiveness among adult learners.
B. Develop a learning model that is appropriate for an adult learning environment.
C. Conduct research on a major learning theory.
D. Apply training concepts, skills, and processes through various class activities.
III. REQUIRED INSTRUCTIONAL MATERIALS
Merriam, S. B., &
Caffarella, R. S. (2005). Learning in adulthood (3rd
ed.).
IV. COURSE REQUIREMENTS AND STRUCTURE
A. Individual Participation: Although attendance is highly encouraged, we recognize that not all students are able to attend each class session. It is not necessary to call when you are going to be late or absent, unless you will be absent for more than one week. In such cases where extended absence is required, contact the professor or program secretary with information as soon as possible. Remember that class participation is difficult, at best, without class attendance, so make every effort to attend, even if it means arriving late. It is the responsibility of each student to submit assignments in a timely manner and become aware of additional class activities missed during absences.
NOTE #1: In accordance with university policy, each faculty member has the responsibility and authority to determine whether make-up work can be done because of absences. Although Dr. Lyon will generally accept assignments up to one week late, with a 50% point reduction, no additional, individual “extra credit” activities will be granted.
NOTE #2: Students with disabilities are encouraged to speak with the course instructor about accommodations that they may need to help ensure success in this class. If you have or believe that you have a disability, you may wish to self-identify by providing documentation to the Tarleton-Central Texas Dean of Student Services or to the Disability Services Director on the Stephenville campus. Contact one of the following:
Ms. Pat Thomas Dr. Mary Ann Lipford
Dean of Student Services Director of Disabilities Services
TSU-–
(254) 519-5467
NOTE #3: Students who stop attending class and who do not drop the course will receive an "F" grade. In rare, emergency cases, students may qualify for an incomplete grade, which is recorded as a "K" on the transcript. Requests for incomplete grades must be made according to TSU policy and approved by the Dr. Lyon prior to the final week of classes. All requirements must be completed by the end of the next semester or the "K" will automatically change into an "F."
B. Written Work: Unless otherwise indicated, all outside written work must be typed, double-spaced on white 8-1 /2” x 11” paper, using black ink. Students are encouraged to use the Publication Manual of the American Psychological Association (APA), 5th ed. as the primary reference as they prepare their formal work for submission. Items submitted are expected of graduate quality, language and depth and in APA format. Written work will be submitted with a cover sheet (including title of work, student name, university, course and section number, professor, date, etc.) and stapled at the upper left-hand corner. No plastic folders will be used, except in such cases as may be specifically required.
C. Reading Assignments: Reading assignments will be in accordance with the chapters listed section VI of this syllabus, and as assigned in class. Students are expected to become familiar with materials/assignments prior to discussion periods scheduled for each class.
D. Training Session & Lesson Plan: Students will work individually or in teams of two to present a 35-45 minute training session on one of the five orientations to learning present in class. As a minimum, each training session will include a participant information handout sheet and a participation activity. Each student must speak during a major portion (e.g. not fewer than ten minutes) of the presentation; also, use of visual aids is encouraged. Students who require use of projection equipment must make arrangements with Dr. Lyon at least one week prior to their presentation.
Participating class members and the course professor will score the training session, with the average total student score counting for 50% of the grade and the professor’s score as the remaining 50%. (See the "Training Presentation Rating Sheet” handout.)
A lesson plan (see sample provided in class), including a bibliographic listing of at least 10 suggested readings/references directly related to the training topic, will be submitted by the team on the day of the scheduled presentation. (Note: A minimum of 15 suggested readings/references will support a grade of "C" or less; a minimum of 20 references is required for a "B" and at least 25 references are required for an "A." Not more than 50% of the sources counted for grading will be from the Internet, not including full-text library database sources.) Students will use the American Psychological Association Publication (5th ed.) as format reference (APA format). (See the "Training Materials Rating Sheet" handout.) The written assignment, lesson plan with bibliography, will be graded by Dr. Lyon and returned to students before the end of the semester.
E. Exam: There will be one comprehensive, mid-term exam during the semester. The exam may be comprised of various cognitive/objective, short answer and/or case study items. Although teamwork is permitted in most activities completed during the semester, the exam will reflect the independent work of students. (Teamwork will not be permitted on the exam.)
F. Final Project: There will be one final project, which will serve as the summative evaluation tool for the semester, in lieu of a final exam. The project will be a homework activity, in which individual students are required to develop an original, theory-based, adult learning model. The model will be graphically presented (i.e., illustration or chart) and discussed in a written essay. The paper should be approximately five pages in length and will be submitted during the week six of classes. Appropriate reference citations will be made within the body of the report and references pages must be attached, according to APA format requirements. (See Assignments, above.)
· Students should use their best writing skills in the development of this short paper, and are encouraged to seek assistance from the professor on this important assignment.
· The project will represent the individual work of each student; teamwork will not be permitted on the final project. (See the appropriate rating sheet.)
G. Rating Sheets: Rating sheets used to assess various activities planned for the semester will be handed out during the first week of class. Students are encouraged to refer to the scoring criteria as they prepare their assignments.
H. Scholastic Honesty: All students are expected maintain the highest standards of scholastic honesty in the preparation of all work and in examinations. Always give credit when credit is due: plagiarism, collusion and cheating will not be tolerated. (It is absolutely essential that reference citations be made within written work and verbal presentations, including audio-visual aids!)
I. Syllabus Changes: A syllabus serves as an instructional and study planning document for both faculty and students. Although every effort will be taken to complete the semester according to the syllabus, it may become necessary to make certain changes to better facilitate the academic environment. In such an event, changes will be announced in class and students will receive written notice within one week of the change decision. Changes may be made within the last two weeks of the semester only in exceptional circumstances.
J. Grade Computation: Students earn their final course grades by effectively completing scheduled assignments; no extra credit assignments are given. To satisfactorily pass this course, students must complete each of the primary items listed below; failure to submit appropriate documents for grading in each category may result in a failing grade. Final grades will be calculated as follows:
Mid-term Exam 25%
Final Project 30% A = 100% - 90.0%
Lesson Plan 15% B = 89.0% - 80.0%
Training Session 10% C = 79.0% - 70.0%
Participation 20% D = 69.0% - 60.0%
100% F = Below 60.0%
V. COURSE INFORMATION
Course: The Adult Learning Environment (HRM 510.331)
Semester: Spring 2007 – Fort Hood II (March 3-May 3, 2007)
Schedule: Tuesday and Thursday (4:45 p.m. – 7:15 p.m.)
Location:
Professor: Dr. Barbara Lyon, SPHR Office: T-CT, 132
Phone: (254) 519-5444 Fax: (254) 519-5490
E-mail: lyon@tarleton.edu Web Page: www.tarleton.edu/~blyon
Hours: Monday through Thursday as posted on Web and near office door
Secretary: Ms. Chestene Fullingim (254) 519-5441 / T-CT 135
VI. COURSE OUTLINE AND ASSIGNMENTS
Week Date Chapters Topic Notes/Activities
1 Mar 6 Merriam 1-4 Adult Learning Context
Models and Theories
Mar 8 Merriam 1-4 Adult Learning Context
2 Mar 20 Merriam 5-11 The Learning Process Personality Inventory
Learning Theories
Mar 22 Merriam 11-15 ISD [Draw Present. Dates]
Lesson Planning
Multiple
Intelligence Scale
3 Mar 27 Merriam 12-15 Experiential Learning In-basket Exercise
Mar 29 Merriam 7-17 Increasing Participation Good Workshops Exercise
Lesson Plan Peer Review
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4 Apr 3 Merriam 13-16 Diversity Facilitation Diversity Exercise
Apr 5 Merriam 16-17 Self-directed Learning Lesson Plan Peer Review
5 Apr 10 Increasing Participation SWYK Game
Apr 12 Comprehensive Exam
{End Learning Model Review}
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6 Apr 17 Self-directed Learning Learning Model Work Day
Apr 19 Learning Orientations Learning Project Due
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7 Apr 24 Learning Theories Behavioral - _________
Cognitive - __________
Humanist - __________
Apr 26 Learning Theories Social - ____________
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8 May 1 Learning Theories Constructive - _________
May
3
Emerging Learning Issues