EDAE 520 - Adult Eduction
Course Grade - A
This course impacted me in two major ways.
First, it exposed me to the vast body of historical theoretical research conducted on Adult Education, the different philosophies of adult learning and teaching, and the different ways of viewing the process called education. So, I was finally able to understand in an holistic sense what I had been practicing since becoming an Adult Educator.
Secondly, this class made me much more cognizant how the unique elements of adult Adult Education are so different from K-12 education. The learners, educators, and learning platforms included in Adult Education share diversity as a dominant theme. For this reason, it is difficult to establish or recognize generalizations about the field.
For my first assignment, I did a Chapter Review from our text addressing, “Employer-Sponsored Learning in the Workplace." When researching and writing this paper, I discovered that many of the challenges associated with promoting and advocating workforce education programs that I'd experienced in the past were all too common in other industries as well. For the workforce trainer, equal emphasis must be placed on selling the value of the program as well as teaching it.
For our second assignment addressing a historical topic of relevance to adult education, I chose to write about my undergraduate alma mater, the University of Virginia. See my Undergraduate Education page for that download.
The mid term exam asked the questions, "Is adult education a profession? Should it be?" I argued that because of its intrinsically diverse nature, adult education cannot be generally classified as one profession (with the possible exception of Adult Basic Education). I advocated professionalism over professionalization.
My next assignment was an agency visit paper, and I chose to visit and discuss the Adult Basic Education (ABE) program at Rio Salado College where I interviewed the program director and sat in on an adult GED class. I gained immense respect for Rio Salado as a model for the modern community college, and a new appreciation for Adult Basic Education programs. As a result of this assignment, I was later offered and accepted part time employment at Rio Salado, as an Advanced English as a Second Language Instructor ( see my Work Experience - Rio Salado College page).
Lastly, I did a personal reflection paper on John Dewey, one of the primary proponents of the Progressive Philosophy of education, which reinforced the concept of experiential learning and the importance of implementing it whenever possible to maximize the likelihood of knowledge transfer in students.
See below for attachments of my work in this course.
First, it exposed me to the vast body of historical theoretical research conducted on Adult Education, the different philosophies of adult learning and teaching, and the different ways of viewing the process called education. So, I was finally able to understand in an holistic sense what I had been practicing since becoming an Adult Educator.
Secondly, this class made me much more cognizant how the unique elements of adult Adult Education are so different from K-12 education. The learners, educators, and learning platforms included in Adult Education share diversity as a dominant theme. For this reason, it is difficult to establish or recognize generalizations about the field.
For my first assignment, I did a Chapter Review from our text addressing, “Employer-Sponsored Learning in the Workplace." When researching and writing this paper, I discovered that many of the challenges associated with promoting and advocating workforce education programs that I'd experienced in the past were all too common in other industries as well. For the workforce trainer, equal emphasis must be placed on selling the value of the program as well as teaching it.
For our second assignment addressing a historical topic of relevance to adult education, I chose to write about my undergraduate alma mater, the University of Virginia. See my Undergraduate Education page for that download.
The mid term exam asked the questions, "Is adult education a profession? Should it be?" I argued that because of its intrinsically diverse nature, adult education cannot be generally classified as one profession (with the possible exception of Adult Basic Education). I advocated professionalism over professionalization.
My next assignment was an agency visit paper, and I chose to visit and discuss the Adult Basic Education (ABE) program at Rio Salado College where I interviewed the program director and sat in on an adult GED class. I gained immense respect for Rio Salado as a model for the modern community college, and a new appreciation for Adult Basic Education programs. As a result of this assignment, I was later offered and accepted part time employment at Rio Salado, as an Advanced English as a Second Language Instructor ( see my Work Experience - Rio Salado College page).
Lastly, I did a personal reflection paper on John Dewey, one of the primary proponents of the Progressive Philosophy of education, which reinforced the concept of experiential learning and the importance of implementing it whenever possible to maximize the likelihood of knowledge transfer in students.
See below for attachments of my work in this course.
| chapter_review_-__employer_sponsored_learning_in_the_workplace.docx |
| midterm_exam.docx |
| ged_at_the_communiversity_at_surprise_-_rio_salado_college.docx |
| my_reflections_on_dewey.docx |
