South Dakota State University
College of Education & Human Sciences
Teaching, Learning and Leadership Department
AHED 711 Assessment & Program Design
Summer 2013
Professor: Dr. Katherine Bertolini
Office: Wenona 210
Office Hours: Feel free to call or e-mail for an appointment
E-mail:
Phone: 605-688-4199 (office), 605-688-4153 (reception), 701-429-7108 (cell) in case of emergency only
Course Description and Overview:
Organization and implementation of adult education programs. Particular emphasis on curriculum development, financing, staffing, marketing, and evaluation of adult programs.
Course Objectives Student Will Be Able To:
§ Critically review program planning / adult learning articles.
§ Conduct a needs assessment to identify and state the learning problems and needs of adults.
§ Develop goals and objective for a program project.
§ Determine the effectiveness of techniques and procedures of stakeholder involvement, instructional effectiveness and evaluation of outcomes.
§ Design a comprehensive plan for an adult education program.
§ Develop an evaluation plan for an adult education program.
§ Describe the operational components of a program plan.
§ Engage in critical analysis of course content through written communication with colleagues.
Required Text & Readings:
Caffarella, R.S. (2002). Planning programs for adult learners: A practical guide for educators, trainers and staff developers. (2nd edition). San Francisco: Jossey-Bass.
Knowles, M.S., Holton, E.F., Swanson, R.A. (2005) The adult learner : The definitive classic in adult education and human resource development. (6th edition). Gulf Professional Publishing Company.
Required Readings:
Fetterman, D. (2001). The transformation of evaluation into a collaboration: A vision of evaluation in the 21st century. American Journal of Evaluation, 22(3), 381 – 385.
Michael, A. (2008, February). Designing outside the box. Training & Design, pp. 30 – 33
Article Analysis Required Readings (choose two):
Hendricks, S. (2001). Contextual and individual factors and the use of influencing tactics in adult education
program planning. Adult Education Quarterly, 51(3), 219 – 235.
Umble, K., Cervero, R., & Langone, C. (2001). Negotiating about power, frames and continuing education: A case
study in public Health. Adult Education Quarterly, 51(2), 128 – 145.
Wlodkowski, R. (1997, Winter). Motivation with a mission: Understanding motivation and culture in workshop
design. New Directions for Adult and Continuing Education, no. 76. Jossey Bass Publishers.
The articles listed above can be accessed through the course content tab.
Technology requirements: http://d2l.sdbor.edu/shared/sdsu/require.htm
Technical Support: http://www.sdstate.edu/technology/index.cfm
Support Desk: http://www.sdstate.edu/technology/support‐desk.cfm
· Helpdesk 605‐688‐6776 or
· Distance Education Support: http://www.sdstate.edu/cee/distance/index.cfm
SDSU Resources
For all technical, institutional academic and student support services, please refer to the SDSU resources area on your course homepage.
Class Format
General Information for Online Course
1. All written assignments need to be written in Microsoft Word. Please submit all assignments in TurnItIn.com. Instructions for Creating your TurnItIn account can be found in the content page of our D2L site. All unit assignments are due on Sunday 11:59 PM of that week. The instructor will have all assignments graded within one week of the due date. Don’t hesitate to contact me via e-mail or by phone when questions arise. I check D2L on a daily basis however, please allow for a 24 hour turn-around time on all emails Monday through Friday and 48 hours over the weekend. If I am going to be away from computer access during our course, you will be advised in advance. I look forward to working with you.
2. Late Assignment Policy - All assignments must be completed and submitted by the date listed on the syllabus. Exceptions will be made at the discretion of the instructor if the learner has made prior arrangements with the instructor. If you cannot complete an assignment on time because of work requirements, travel, or illness you must notify the instructor.
3. Students must be willing to take control of their learning and a high level of self-motivation and participation is expected. All course assignments and guidelines posted on D2L in the content tab.
4. Participation Policy - You must complete the D2L discussion requirements in a timely manner on the days required. Post your response to the instructor’s question on the day assigned.
Course Policies
Participation. A significant portion of this course entails unit discussions. Time management and adequate preparation is necessary for effective interactions. Students should confer with the instructor about extenuating circumstances. A conference / phone conversation will be scheduled with those who miss or are consistently late with assignments to determine the feasibility of satisfactorily completing the course. If a withdrawal is indicated, the student is responsible for completing the formal withdrawal process.
Written Assignments. All written work must be submitted in APA style as prescribed in the Publication Manual of the American Psychological Association (6th ed.). Graded work is evaluated for content quality, organizational effectiveness, and APA style. A sample document formatted in APA (6th ed) is provided for students to model all assignments after.
Academic Integrity. “Academic institutions exist for the transmission of knowledge, the pursuit of truth, the development of students and the general well-being of society. Free inquiry and free expression are indispensable to the attainment of these goals. Freedom to teach and to learn depends upon appropriate opportunities and conditions in the classroom, on campus and in the community. Students should exercise their freedom with responsibility.” (SDSU Student Code, Section 01:01:01)
“The following actions will not be tolerated and if detected will be reported to the appropriate authorities for disposition:
Cheating: An act of deception by which a student misrepresents that he or she has mastered information on an academic enterprise that she or he has not mastered.
Plagiarism: The offering of as one’s work the words, ideas or arguments of another person without appropriate attribution by quotation, reference or footnote.
Fabrication: The intentional and unauthorized falsification or invention of any information or citation in an academic exercise.
Facilitating Academic Dishonesty: Those who intentionally or knowingly help or attempt to help another commit an act of academic dishonesty are also subject to penalty.” (Taken from Course Syllabus Guidelines/SDSU/ Office of Academic Affairs)
Policy on Incompletes. The grade of “I” (incomplete) is given at the sole discretion of the instructor. It is reserved for situations in which an exceptional circumstance prevented a student, who has satisfactorily completed a major part of the work, from completing the remaining work by semester’s end. Exceptional circumstances must be documented and a contract signed with the instructor to define how the incomplete will be resolved. Such documentation must be completed prior to the end of the semester.
ADA Statement. Any student who feels s/he may need an accommodation based on the impact of a disability should contact Nancy Hartenoff-Crooks, Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union. http://www.sdstate.edu/campus/student-services/disability/index.cfm
Freedom in Learning. Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and university policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any courses of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of the college which offers the class to initiate a review of the evaluation. (BOR policy 1:11)
Diversity and Collegiality. Civic discourse and academic debate is a part of life in the academe. This course is enriched by the variety of academic disciplines and personal backgrounds among the students. Therefore, active and lively discussion is encouraged. All involved will act with integrity and strive to conduct themselves consistent with the Standards of Conduct and Netiquette (available on the D2L course homepage).
Online Course Attendance Policy. Students are expected to log on to the D2L course homepage on the first day of the semester. Students must meet all assessment submissions including the guidelines for unit discussions in the D2L course homepage. Exceptions to these requirements must be discussed with the instructor. Decisions will be rendered as outlined by the South Dakota State University Attendance Policy (Adopted by Faculty Senate on April 27, 2010) (Approved by Office of Academic Affairs on April 28, 2010).
Grading
Assessments Point Values
Article Response 1 100
Article Response 2 100
Needs Assessment Proposal 150
Instructional Plan 150
Project Proposal 250
Unit Discussions 200 (25 points per week)
Grade Scale
92 - 100 % = A
84 - 91% = B
75 - 83% = C
65 - 74% = D
Less than 65% F
Written Assignments:
Article Response 1
100 Possible Points
Hendricks, S. (2001). Contextual and individual factors and the use of influencing tactics in adult
Education program planning. Adult Education Quarterly, 51(3), 219 – 235.
Umble, K., Cervero, R., & Langone, C. (2001). Negotiating about power, frames and continuing
education: A case study in public Health. Adult Education Quarterly, 51(2), 128 – 145.
Wlodkowski, R. (1997, Winter). Motivation with a mission: Understanding motivation and culture in
Workshop design. New Directions for Adult and Continuing Education, no. 76. Jossey Bass
Publishers.
Choose one of the three articles listed above. Upon reading and reflection on this article, you will provide a response that is to reference the article and your opinion in terms of the information in the article as it applies to program planning. You may not simply summarize the article. Please use specific examples. Be sure to address the following questions in your response.
· In what ways does the program planner influence the learning process?
· How is the program planner’s level of influence changed by any of the following: mandatory participation, level of formality, source of funding for the program, level of competition for the program, nature of the content and relative power of the learners?
· What other factors can impact the planner’s level of influence?
· What ethical responsibilities does the program planner assume?
· What factors “disrupt” the program planning process?
· How might a program planner address “disruptions” in a reflective manner?
This assignment should be word processed, double-spaced and in APA (6th edition) format with a reference to the article. The length of this assignment should be 3-5 pages (not including cover page or reference page). This assignment will be submitted to TurnItIn.com
Needs Assessment Proposal
150 Points Possible
For this assignment, you will engage in each of the steps of the performance needs assessment process as described in this unit. First, reflect on a situation in which training / education might be an appropriate intervention within an organization or group you currently work or have worked with, in either a paid or volunteer capacity. Note that this can be the same organization that you used in the discussion, but it does not have to be. Develop a performance needs assessment to begin the process of addressing the performance gap through training. The performance needs assessment proposal should include:
· Overview of the situation
· Definition of the desired performance
· Description of actual performance
· Discussion of the context
Also identify an appropriate intervention(s) to improve performance based on the data that has already been gathered. If no data has been collected, propose a way in which the data could be collected and speculate on the results. Finally, determine the organizational support needed to implement the intervention. This assignment should be word processed, double – spaced with a title page. The length of this assignment should be between 5 – 8 (not including cover page or reference page). The assignment will be submitted to TurnItIn.com
Article Response 2
100 Possible Points
Hendricks, S. (2001). Contextual and individual factors and the use of influencing tactics in adult
Education program planning. Adult Education Quarterly, 51(3), 219 – 235.
Umble, K., Cervero, R., & Langone, C. (2001). Negotiating about power, frames and continuing
education: A case study in public Health. Adult Education Quarterly, 51(2), 128 – 145.
Wlodkowski, R. (1997, Winter). Motivation with a mission: Understanding motivation and culture in
Workshop design. New Directions for Adult and Continuing Education, no. 76. Jossey Bass
Publishers.
Choose one of the three articles listed above. Upon reading and reflection on this article, you will provide a response that is to reference the article and your opinion in terms of the information in the article as it applies to program planning. You may not simply summarize the article. Please use specific examples. Be sure to address the following questions in your response.
· In what ways does the program planner influence the learning process?
· How is the program planner’s level of influence changed by any of the following: mandatory participation, level of formality, source of funding for the program, level of competition for the program, nature of the content and relative power of the learners?
· What other factors can impact the planner’s level of influence?
· What ethical responsibilities does the program planner assume?
· What factors “disrupt” the program planning process?
· How might a program planner address “disruptions” in a reflective manner?
This assignment should be word processed, double-spaced and in APA (6th edition) format with a reference to the article. The length of this assignment should be 3-5 pages (not including cover page or reference page). This assignment will be submitted to TurnItIn.com
Instructional Plan
150 Possible Points
Briefly describe an educational program for which you will act as the instructor or be part of an instructional plan. Then, develop a set of learning objectives for your part of the program. Be sure each objective includes:
· An action verb
· Content
· The conditions under which the learning is to be demonstrated
· The criteria for acceptable performance
Next, create an instructional plan based on the objectives that you developed. Use the sample instructional plan on page 194 of the Caffarella text or use one of your own. Be sure that your instructional plan includes a description of the content, key points to emphasize, instructional techniques and estimated time. Also, include a brief description of the assessment plan and needed resources.