Notes
Appendix 2. EDLL Doctoral Syllabus
THE EDUCATIONAL LEADERSHIP DEPARTMENT aims to be a rigorous environment where students, faculty, and staff are open to being uncomfortable/challenged/wrong. By choosing to be in this space, we learn to practice leadership as collective discourse, inquiry, and action designed to disrupt the status quo, make structural disparities visible, and create fairness in opportunities and outcomes for minoritized students, families, and communities across the P-20 spectrum.
EDLL 709 Adult Development and Learning
CATALOG / COURSE DESCRIPTION:
Understanding how people and organizations develop and learn is centrally important for organizational leaders, whether learning is about existing or new knowledge. In this course students will explore a variety of theories related to adult learning including transformational learning, critical and feminist theories, distributed cognition, and social practice theory. Students will apply these theories to their own experiences as learners, and to learning in the organizational settings in which they work.
COURSE OBJECTIVES:
Students in this course will:
- Demonstrate application of adult development theories to adult learning in educational settings
- Gain working knowledge of, and demonstrate ability to apply, at least one theory of adult learning to their work setting or dissertation research
- Be able to analyze and reflect upon your practice in working with adults using at least one critical perspective
- Demonstrate awareness of their own adult development relative to leadership
REQUIRED TEXT READINGS:
Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.
Other readings as assigned and distributed in class.
Academic/Professional Conduct Statement: Academic honesty and integrity are core values at Lewis & Clark College. Adherence to the norms and ethics of professional conduct are a part of this commitment. Members of the Graduate School community both require and expect one another to conduct themselves with honesty, integrity, and respect for all. Policies related to academic and professional conduct can be found in the Graduate School Catalog.
You are encouraged to search the following website for information regarding Lewis & Clark College’s policies regarding student life: http://graduate.lclark.edu/student_life/handbook/college_policies/
Disability Services Statement: If you have a disability that may impact your academic performance, you may request accommodations by submitting documentation to the Student Support Services Office in the Albany Quadrangle (503-768-7192). After you have submitted documentation and filled out paperwork there for the current semester requesting accommodations, staff in that office will notify me of the accommodations for which you are eligible.
APA 6th Edition: https://owl.english.purdue.edu/owl/resource/560/01/
COURSE SCHEDULE:
This syllabus and schedule are subject to change at the instructor’s discretion, in response to student learning or extenuating circumstances. If you are absent from class, it is your responsibility to ask about announcements and assignments given while you were absent.
Sept 13: Introductions & Forum
Course Introduction
Contextualizing Adult Development
Jigsaw Reading
OER/Podcasting Seminars at the Library
Oct 11: Traditions of Critical Analysis that Frame Adult Education Theory
Transformative and Transformational Learning
Review historical shifts in the transition to adulthood, the major themes and tasks of adulthood, and major theories of adult development. We will apply theories to practice in educational settings and discuss the link between development and developmental theory and learning. During this class we will examine transformative and transformational learning, including the theoretical roots and practical applications of these seminal concepts in adult learning and development.
Nov 11: Critical Adult Learning
Cohort plans the day beginning with Stephen Brookfield!
Dec 13: Critical Adult Learning
In this class, we will explore critical social frameworks relative to adult learning and their application to educational leadership.
ASSIGNMENTS AND GRADING:
Participants will be required to complete the following assignments:
- Critical Adult Learning Incidents (20%): Each session, we will complete writing activities that you will be required to submit into the Google classroom drop box as a running word document journal. The goal of the journal is for you to demonstrate your engagement with the readings, to apply concepts from the readings to your own development and educational practice, and to help you build towards your presentation and paper at the end of the course. I will be collecting the journals at the end of the course.
- Presentation (35%): Presentations will be determined by which deliverable option is chosen. For instance, Option 1 the presentation will be the actual Podcast that we will serve as the listeners. Option 2, will be a presentation of the OER deliverable and Option
- the paper will consist of presenting on the components of the paper as described below.
Final Deliverable (45%): Choose from one of the following options:
- Option 1: Podcast
Written Components: Podcast Process Summary, Podcast Script and Podcast Outline will be posted to the EDLL 709 Google Classroom. Required: Facilitated workshop/PD at the Library
Podcast Process Summary: (5-7 pgs.) will be submitted by each participant.
The Podcast Process Summary will be a critical reflection writing describing the process leading up to and during the Podcast. Remember we are learning about facilitating the learning of adults through the lens of critical adult theory and other critical theories that center race and incorporates other social realities that intersect.
Podcast Outline: includes 1) Topic; 2) Learning Goals; 3) Intended audience and; 4) Explanation of overall sequence of events of the Podcast. This could be the Agenda.
Podcast Script: See criteria below. Must include each role.
- Option 2: OER deliverable to be used in the Principal License Program at the GSEC. Required: Facilitated workshop/PD at the Library
Read articles to learn about #Go Open, Open Educational Resources, Creative Commons, Meta-tagging, and Cloud based Applications;
Create an account in OER Commons and join the OER Commons for L&C;
Determine which activity you will complete from the below choice board.
Option 1 | Develop a plan/presentation (use Google Docs for creating your plan) for launching #GoOpen in your education setting (Use the five phases from US DOE as guiding questions to formulate a plan). Next, share and openly license your plan in the OER Commons |
Option 2 | Using OER Commons, create a resource in the OER Resource Builder with Open Author (i.e., choice of resource, lesson, or module builder). License the resource and share the resource in the OER Commons. Complete the Self-assessment Rubric (in the Google Classroom). The assignment is to self-assess the project you have created. |
- Option 3: Paper
Write a 10-12 page paper applying a critical Andragogy Framework perspective on adult development, adult learning or adult education to a former, current or envisioned adult learning opportunity in your school community.
Grades will be based on the following scale:
A=93-100 A-=90-92 B+=87-89 B=83-86 B-=80-82 C+=77-79 C=73-76 C-=70-72
Anything below 70 is considered failing.
For the final assignment, the rubric scales aligns to grades as follows:
A range = 3.3-4.0 average rating
B range= 2.8 - 3.29 average rating
C range= 2.0-2.79 average rating
F range= Below 2.0 average rating
- Are there any barriers? If so, what are they? What might be a solution?