Course+Syllabus


 * Program Planning Home Page**

Jim Martin, Ph.D. Mailing address: 5020 Chouteau, Shawnee, KS 66226 **__ Office Hours __** If you would like to arrange an appointment to discuss course materials, please feel free to call Dr. Martin at 684-2946, visit LCC 4507 or email at jbmartin@kc.rr.com. **__ Course Meeting Times & Dates __** Tuesday or Thursday – 5:30 – 9:30 pm Saturday – 8am – 4 pm October 8, 20, 27, and 31. November 10 and 17. December 1. CR 3105/3106 Lewis and Clark Center Ft. Leavenworth, KS  This 3 credit hour course is an examination of the basic situations in which adult education occurs and fundamental steps by which learning is made more effective in those situations.
 * Kansas State University**
 * College **** of Education **
 * Educational Leadership **
 * EDACE 830: Program Planning in Adult Education **
 * Fall 2009 – Ft. Leavenworth, KS **
 * __ Instructor __**
 * __ Location __**
 * __ Course Description __**

**__ College __****__ of Education __****__ Vision __** Preparing educators to be knowledgeable, ethical and caring decision makers

**__ College __****__ of Education Mission __** Our vision is fulfilled through: Our Conceptual Framework serves as a guide for fulfilling the College of Education’s vision of preparing educators to be knowledgeable, ethical, caring decision makers, and supports the university and college missions focusing on teaching, research, service, and diversity. The CF acknowledges the contributions of general education, content area studies, and professional studies to the preparation of educators; and organizes professional studies into four broad categories:
 * Delivery of exemplary instruction to students at the undergraduate and graduate levels;
 * Production, interpretation, and dissemination of sound and useful research and scholarship;
 * Leadership, collaboration, and service within the profession; and
 * Promotion, understanding, and celebration of diversity.
 * __ Conceptual Framework __**

The following course outcomes have been developed to reflect the relationship of this course to the appropriate elements of this professional knowledge base. Upon successful completion of this course participants will be able to:
 * 1) Perspectives and Preparation (Foundations, Students and Learning, Content and Pedagogy, and Planning).
 * 2) Learning Environment
 * 3) Instruction
 * 4) Professionalism
 * __ Course Objectives __**

Caffarella, Rosemary. //Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers//. 2nd Ed. San Francisco: Jossey-Bass. ISBN: 0-7879-5225-7.
 * 1) Compare different program planning models and analyze their strengths and weaknesses.
 * 2) Analyze a program planning case study and apply the Interactive Model of Program Planning to organize the adult educational activity.
 * 3) Examine and evaluate the problems and concepts inherent in planning adult educational activities.
 * __ Required Text __**


 * __ Course Assignments __**
 * Please Note: **
 * 1) All assignments should be submitted **without plastic covers-just stapled**.
 * 2) All assignments should be **double spaced, typed, and use a 12 point font**.
 * 3) APA format is used by the graduate school. Please use that format for the papers for this course. For an abbreviated style guide, find a printable PDF file of APA format at []
 * 4) APA format requires a Title page
 * 5) All assignments should be submitted by the due date unless arrangements are made with the instructor.
 * 6) Written assignments will be evaluated on the following criteria: 1) concise and precisely written; 2) well organized; 3) clear formulation of the topic presented; 4) all parts and parameters of the assignment addressed; 5) spelling and grammar; 6) out assumptions, ideas, and insights supported by referenced examples; 7) paragraphs contain a central thought and there are clear transitions; and 8) sources are properly referenced.


 * Assigned Readings.** A week by week outline of course reading assignments is attached at Appendix A. I will come prepared to class and expect you to do the same.


 * Class Discussion/Participation. (30 points: 5 points per in-class meeting)** Adult learners learn a great deal from their peers, especially in adult classes where students bring a variety of experiences and backgrounds to the classroom. Your classmates will learn as much from you as they will from me. Participation and feedback in classroom discussion is a critical part of the classroom learning. Your class participation is assessed on active participation, relevance of contribution, and appropriateness to the task. It is very difficult to actively participate and earn these points if you are not present in the classroom. Absences will be deducted from participation points unless prior arrangements are made with the instructor. (See Course Absences)


 * Comparative Analytical Essay (30 points) Due December 1st. ** This assignment will consist of a 6 to 8 page essay comparing the Interactive Model of Program Planning and two other planning models from the adult education literature. There is no one planning model that is perfect for every situation or every planner. This assignment is intended to drive the student deeper into the literature of the field and require them to examine this literature analytically. The requirements for written assignments listed above are in effect for this essay. This assignment is oriented to Course Outcome #1.

**Comments on Group Wiki Projects – (10 points) Due November 30th.** Once the wikis for all groups are complete, each student will be required to pick two groups other than their own and make comments/ask questions of the groups who created those specific wikis. All questions and comments must be completed NLT 30 November. Groups are responsible to monitor their wikis and answer questions from other students.
 * Program Planning Case Study Wiki – Group Project (30 points) Due November 17th. ** This assignment will consist of a Wiki site detailing the planning process and outcomes of a planning group working on an assigned program planning case study. These case studies will be handed out during the 1st class session and groups will be provided some meeting time during subsequent class sessions. A Wiki site for each group has been created and you will be expected to detail your collaboration on that site, to include the creation of slides that could be used for a presentation. This will allow you to collaborate not only during the in-class time provided, but asynchronously from anywhere. A detailed outline of the requirements is provided at Appendix B to this syllabus. This assignment is oriented to Course Outcomes #2 & #3.

93 – 100 points = A 80 – 92 points = B 70 – 79 points = C below 70 points is failing
 * Letter Grades will be distributed as follows: **

It is desirable that students attend each class session. However, work and family commitments may require your presence at the time of a class meeting. With this condensed course, it is imperative that students make arrangements to attend as much of each session as possible. If it is necessary for a student to miss a session (or a portion of a session), in order to keep students up to pace, __alternative and meaningful learning experiences__ will be designed to make-up the class participation. If a student is unable to attend class, please let the instructor know in advance and arrange with another student to collect any handouts that were distributed at that session.
 * __ Policies __**
 * Course Absences **

Kansas State University has an Undergraduate Honor System based on personal integrity which is presumed to be sufficient assurance in academic matters one’s work is performed honestly and without unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full and part time students enrolled in undergraduate and graduate courses on-campus, off-campus, and via distance learning. The honor system website can be reached via the following URL: [|www.ksu.edu/honor].
 * Kansas** **State University** **Academic Honesty Statement**

A component vital to the Honor System is the inclusion of the Honor Pledge that applies to all assignments, examinations, or other course work undertaken by students. The Honor Pledge is implied, whether or not it is stated: “On my honor, as a student, I have neither given nor received unauthorized aid on this academic work.” A grade of XF can result from a breach of academic honest. The F indicated failure in the course; the X indicates the reason is an Honor Pledge violation. __Also, keep in mind, that papers submitted for current or previous courses are not acceptable for this course.__

If you have any condition, such as a physical or learning disability, which will make it difficult for you to carry out the work as outlined, or for which you require academic accommodations, please make an appointment to speak with me as soon as possible. For more information, refer to the website for the KSU Office of Disability Support Services at [|www.k-state.edu/dss].
 * __Kansas __****__ State University __****__ Learning Accommodations __**

** Appendix A ** ** EDACE 830: Program Planning in Adult Education ** Week by Week Assignments – Ft. Leavenworth Jim Martin, Ph.D.

//Read//: Caffarella, Chapters 1 & 2 (pp. 1–36)
 * __ October 8th -What is Program Planning and Why is it important? __**

Overview of syllabus and assignments Overview of the program planning process and its uses The Interactive Model of Program Planning

**//In-class:// //Receive Program Planning Case Studies//** __ **October 20th – The Interactive Model of Program Planning** __ //Read:// Caffarella, Chapters 3 & 4 (pp. 37-82)

Using the Interactive Model of Program Planning Context and its importance to program planning

**// Work in groups on case studies//** __ **October 27th - The Importance of Solid Program Ideas** __ //Read:// Caffarella, Chapters 5 – 7, (pp. 83-154)
 * // In-class: Select models for analytical comparison essay //**

Building program support Identifying program ideas Prioritizing program ideas

**//NO CLASS: WIKI GROUPS WORK ON CASE STUDIES//**

//Read:// Caffarella, Chapters 8 - 11 (pp. 155-265) Developing Program Objectives Designing Instructional Plans Transfer of Learning plans and their importance Formulating evaluation plans – Assessment
 * __ October 31st - The Importance of Program Objectives/Transfer of Learning/Assessment __**


 * //In-class//: Work in groups on case studies **

__ **November 10th – Recommendations and Results** __ //Read:// Caffarella, Chapters 12 & 13 (pp. 266-285)

Making recommendations Communicating Results

**//NO CLASS: WIKI GROUPS WORK ON CASE STUDIES//**

__ **November 17th – Budgets, Marketing, and Facilities** __ //Read:// Caffarella, Chapters 13-15 (pp. 286-365)

Formats and Schedules Budgets, marketing, and facilities

// **Due: Wiki Final Product Due to be Posted** // //Read//: Caffarella, Chapter 16 (pp. 366 - 375)
 * __ December 1st – Other Program Planning Models: Comparisons __**

Comparing Different Program Planning Models Revisiting the Interactive Model of Program Planning


 * // Due: Analytical Comparison Essays //**

** Appendix B ** On the first night of class we will divide the class into groups of approximately 4 students each. Each group will be given a unique adult program planning case study to analyze. During most class nights, groups will be given some time in class to look at the case and apply the Interactive Model of Program Planning to the specifics of the case. Additional time outside of the scheduled classes will be required to complete the assignment and a Wiki has been created for each case study to allow you to collaborate without having to be together. You will plan the case as though you were on a planning team assigned to bring the educational event to execution. If you have questions about the case; specific information that you need in order for planning to move forward; you will receive that information from the instructor. Questions can be submitted orally during class or via email at any time. You may well have to perform some research on this type of educational activity to ascertain information about content, costs, market niches, facilities, etc. My intent is for you to learn about a specific type of adult education program and apply the Interactive Model. You are expected to organize the planning team as you see necessary and then perform your roles in the planning process.
 * Case Study Requirements **

The graded product of this exercise will be the completion of a Wiki, which will be available to the class prior to the December 17 meeting. All members of the group are expected to participate fully in the analysis of the case and preparation of the final product. Grades for this exercise will be group grades, with each member of the group receiving the overall group grade…regardless of individual effort. This is, in many ways, the facts of life in educational planning. Good planning efforts reflect well on those who were involved and poor planning efforts tend to rub off on everyone associated with them.

The final product will be organized along the lines of the Interactive Model of Program Planning, with the group choosing to emphasize those elements it deems most critical. Depending on the case study you receive, some elements may be more important than others. This is common in program planning and central to Caffarella’s model. Groups will include Powerpoint graphics as part of their final product and will provide evidence of their analysis and planning in the Wiki. Classmates will be required to comment on your Wiki or ask questions upon completion of the exercise...be ready to answer them as that interaction will be part of your grade.

** Appendix C ** Birkenholz. //Effective Adult Learning//
 * Program Planning Models for Comparison **
 * __ Available in my office: __**

Cervero and Wilson. //Working the Planning Table//

Galbraith, Sisco, and Guglielmino. //Administering Successful Programs for Adults//

Houle. //The Design of Education//
 * __ On reserve in the Combined Arms Research Library: __**

Knowles. //The Adult Learner: A Neglected Species//

Kowalski. //The Organization and Planning of Adult Education//

Sork, found in Wilson & Hayes. //The Handbook of Adult and Continuing Education//

 Tyler. //Basic Principles of Curriculum// = =