Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - ADE6570
Tracking Number - 1500
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Current Status:
Approved, Permanent Archive - 2010-03-21
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: GC approved 9/18; sent to USF SCNS Office 10/12/09; approved by SCNS 10/2009; effective 1/2010. Number changed to 6070
Detail Information
- Date & Time Submitted: 2009-09-02
- Department: EDU
- College: ED
- Budget Account Number: 173100
- Contact Person: Waynne B. James
- Phone: 9740020
- Email: wjames7846@aol.com
- Prefix: ADE
- Number: 6570
- Full Title: International Adult Education
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): International Ad Ed
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites: N/A
- Corequisites: N/A
- Course Description: Provides a survey of the field of international adult education. Current practices and historical efforts internationally will be explored.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed as part of recent program/concentration/certificate change
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is an elective class. This course would be applicable for students from other programs specifically interested in emerging social issues and movements related to international adult education including economic and community development, environmental, and educationally related topics.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 1 time
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctorate in Adult Education and expertise in research related to international and/or global issues in adult education.
- Objectives: Upon completion of this course, students will be able to:
1.Recognize the significance of global/international interaction in the context of being a citizen of the world.
2.Demonstrate a greater understanding of adult education practices and issues around the world.
3.Compare and contrast adult education practices, programs, and policies around the world.
4.Examine current controversies and issues regarding adult education in an international context.
5.Identify major agencies impacting the education of adults throughout the world.
6.Identify major figures and the significance of their work in the international context.
- Learning Outcomes: -Knowledge of international/global concerns on each continent.
- Understanding of various cultural similarities, differences, and uniquenesses.
- Ability to examine current controversies and issues regarding adult education in an international context.
- Understanding of adult education practices and issues around the world.
- Major Topics: Course Outline:
I Global Competence
A.The Context of Global Competence
B.Major World Philosophies and Belief Systems
C.The Role of Adult Education in Global Competence
D.Understanding Cultural Differences
E.Cultural Sensitivity
- Textbooks: Friedman, T.(2005). The world is flat. New York: Farrar, Straus, & Giroux.
Imel, S.(2000). International perspectives on adult education: Trends and issues alert no. 14. Columbus, OH: Center for Education and Training for Employment. (ED 440297) www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/2b/99.pdf accessed January 8, 2008.
UNESCO Institute for Education. Hamburg, Germany. Web address: www.Unesco.org/education/uie accessed January 8, 2008.
- Course Readings, Online Resources, and Other Purchases: SUPPLEMENTARY READINGS:
Cassara, B.B.(Ed.).(1995).Adult education through world collaboration.
Malabar,FL:Krieger.
Charters,A.,& Associates.(Eds.).(1989). Comparing adult education worldwide.
San Fransisco:Jossey-Bass.
Freire,P.(1995). Pedegogy of hope: Reliving pedagogy of the oppressed. New York: Continuum International.
Merriam, S.B.,Courtenay,B.C., & Cervero,R.M.(Eds.).(2006). Global Issues
ONLINE RESOURCES:
Websites relating to each country, international agencies, and the CIA website on each country.
- Student Expectations/Requirements and Grading Policy: Each student is expected to participate in class activities and discussions.
A percentage system is used to assign grades (i.e., 90-100% of the possible points, merits an “A”; 80-89% merits a “B”). To get an “A,” all assignments must be of satisfactory quality and the student must get a minimum of 20 points on the mini-proposal/study. Extra credit work could make the difference if the grade is borderline.
- Assignments, Exams and Tests: Course Outline:
I Global Competence
II Existing Adult Education Systems in Various Cultures
A. Continents
B. Existing Practices
C. Social Issue
D. Nongovernmental Organizations ( NGO)
E. Adult Education in Practice Internationally
Assignments:
1.Read and participate in assigned readings and class discussions.
2.Establish contact with an adult education graduate student in another country (if an adult education graduate student is not accessible, a graduate student in another tangentially related field is acceptable).
3.Critique and report orally on one general international adult education publication. Present information on book/resource to students in class.
4.Students will be prepared to discuss weekly assigned class readings. Students will be responsible for leading one weekly discussion. This entails preparation of a study guide of the assigned readings and discussion questions.
5.Students will select a continent and research its adult education system. Research should include both government and non-governmental programs. Students should use various historical and current sources and demonstrate in-depth understanding of pertinent social issues and the effects of adult education upon these issues.
6.Develop an annotated bibliography of sources and resources for your final presentation.
7.Individual countries from the selected continent will be presented as the semester progresses.
8.Students will present a 45-minute presentation based on their research project. This activity should be informative and interactive, exemplifying adult learning principles. Towards the last few weeks of the semester.
9.Students will create a written activity highlighting the life of a well-known international adult educator. This activity should help class members understand the significant actions and philosophies of the chosen adult educator. The activity can be web-based or presented in class and should exemplify adult learning principles.
- Attendance Policy: USF Policy on Religious Observances: “ Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.”
- Policy on Make-up Work: If class discussions are missed, students are expected to turn in written critiques of materials discussed. Each student is expected to earn her or his own grade on the basis of personal effort. Evidence of plagiarism will result in failing the course. University policy on academic honesty and the definitions of plagiarism and cheating are explained in detail in the USF Graduate School handbook.
- Program This Course Supports: Adult Education graduate degree programs
- Course Concurrence Information: n/a
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.