Apply to USF Now | Graduate Admissions | Events & Workshops | Giving to the Office of Graduate Studies

Graduate Course Proposal Form Submission Detail - ADE6389

Edit function not enabled for this course.

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 10/09; effective 1/2010

  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1505 2009-09-03
    Department College Budget Account Number
    Adult, Career and Higher Education ED 173100
    Contact Person Phone Email
    Waynne B. James 9740020

  2. Course Information

    Prefix Number Full Title
    ADE 6389 Adult Learning and Cognitive Styles

    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

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
    Abbreviated Title (30 characters maximum)
    Ad Learning & Cog Styles
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0





    Course Description

    The course focuses on a foundational knowledge of brain-based learning and its impact on adult learners, including critique and assessment of learning styles.

  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed as part of recent program/concentration/certificate change

    B. 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 the application of brain-based learning and learning styles to adults. This course is intended to provide indepth study of brain processes and learning styles specifically related to adults. These areas have been extensively researched by doctoral students for their dissertations. Faculty has years of research and study related to the topics of this course. Students have consistently requested a course focusing on this material.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 1 time

    D. 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 brain-based learning and learning styles in adult education.

  4. Other Course Information

    A. Objectives

    By the end of this course, students will be able to: 1. Relate the importance of the brain-based learning concept and its role in education and training

    2. Critically analyze current and emerging information and research on the state of learning style inquiry

    3. Evaluate both the conceptualization of various learning style frameworks and the development and viability of existing assessment instrument

    4. Develop and analyze their own learning style profile

    5. Critically analyze current and emerging research on teaching and learning in adult education settings and synthesize principles in terms of practice application

    6. Discuss the benefits and potential problems in categorizing and labeling students based on differences in intelligences, cognitive styles, or learning styles

    7. Identify how learning styles instruments can enhance insights into learning habits and abilities Identify skills and attitudes needed to manage learning assess current level and identify areas for growth

    B. Learning Outcomes

    1. Knowledge of brain-based learning approaches

    2. Understanding of various dimensions of learning styles and individual differences

    3. Ability to critique available learning style instruments 4. Analysis of personal learning style profile

    C. Major Topics

    Definition, Theory, History

    A. Concept of individual differences

    B. Definitions, basic concepts, etc.

    C. Cognitive/Perceptual/Affective [Theoretical Frameworks] D. Role in development and delivery of instruction E. Historical Development

    D. Textbooks

    Only one of the three…….. Jensen, E. P.(2008). Brain-based learning: The new paradigm of teaching(2nd ed.). Thousand Oaks, CA: Corwin Press. Sprenge, M. B.(2006). Becoming a"Wiz" at brain-based teaching: How to make every year your best year(2nd ed.). Thousand Oaks, CA: Corwin Press. The Jossey-Bass reader on the brain and learning. (2008). San Francisco: Jossey-Bass.

    E. Course Readings, Online Resources, and Other Purchases


    Websites relating to learning styles and specific instruments.


    Individually based on group presentations related to assignments.

    F. 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.

    G. Assignments, Exams and Tests

    Possible Topics:

    1.Multiple Human Intelligences

    2.Contemporary Theories of Intelligence

    3.Perceptual Learning Modalities

    4.Affective Learning Styles

    5.Cognitive Styles

    6.Transfer of Learning

    7.Role of Emotions in Learning

    8.Brain Compatible Learning

    9.Recent Research on Print-based Materials

    10.Recent Research on Computer-Based Materials


    12.Cognitive Apprenticeship

    13.Problem Solving/Critical Thinking

    14.Psychological Types and Learning


    16.Ethnic/Cultural Considerations

    17.Gender Considerations

    18.Contextual/Applied Learning

    19.Accelerated Learning

    20.Mind Mapping


    22.Effects of Stress on Learning


    24.Age and Learning

    25.Disabilities and Learning


    27.The Senses

    28.Psychological types and Learning

    29.Learning Disabilities

    30.Where to find standardized tests



    1.Select one of the three books listed above and with others who have selected the same one, devise a way to communicate the information and the strengths and weaknesses of the book to your classmates.

    2.Conduct an in-depth class presentation on a selected learning styles instrument (doctoral students to do two instruments).

    3.Conduct a learning activity related to brain-based learning or cognitive styles. This could be a research project, a paper, or something of your own choosing. It should be something that contributes significantly to enhancing your knowledge and expertise in translating recent research on adult learning and cognitive styles and teaching adults in your current or future professional practice.

    4.Present information from above activity to class members. Conduct a one hour informative, participative, interactive seminar/workshop on the topic. Include a quality power point presentation and handouts. Also include a group activity that will model, reinforce, or demonstrate essential principles of your topic.

    5.Analyze a research article using a particular learning style instrument( the research study should utilize a minimum of 100 subjects).

    H. 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.”

    I. 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.

    J. Program This Course Supports

    Adult Education graduate degree programs

  5. Course Concurrence Information

- if you have questions about any of these fields, please contact or