Syllabus
Master of Science in Education
EDU 762: Designing Curriculum for Adults
Credits - 3
Description
This course provides the foundations of the curriculum planning processes with the goal of promoting the cognitive, personal, and social development of curriculum planners. Participants explore both theory and practice while examining the principles of curriculum development. The course also considers institutional and program contexts and the collaborative nature of curriculum work within the participant’s own professional environment.
Materials
Learning Objectives and Outcomes
Throughout this course, students will:
- Explore principles of instructional design
- Examine curriculum development through the lens of andragogy
- Create curriculum
- Effectively communicate as active members of an adult learning community in order to deepen understanding of teaching adults
- Develop strategies to address issues faced by adult education educators when creating curriculum
Assignments
Curriculum Template
Students will create a curriculum strategy for their particular adult learning audience. In Week 4, you will submit your learning objectives for feedback.
This curriculum will be shared with the students in the course for peer review. A final version of the curriculum will be submitted for faculty review and grade.
The curriculum will include:
- Learner outcomes and objectives
- Learning activities that follow Kolb’s learning cycle
- Assessment(s) to measure learning outcomes
Grow’s Self-Directed Learning Model Narrative/Learning Objectives
In a short narrative (1-2 paragraphs), identify what stage you are as a learner. There is an assumption that because you took this course you’re at least Stage 3. Is that true? After reflecting on your own learning, think about what stage the adult learners you are working with are at.
Create your own list of learning objectives (pg 50) for this course. Remember, “objectives should reflect the learner’s perceived needs but they must also be manageable and achievable given the time and resources available”.
Reflection
In the final week of the course, you will submit a short reflection that incorporates the learning objectives/goals you set out in Week 1. Did you meet those learning objectives? How? If not, why? What would have helped you achieve these goals?
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Points |
|---|---|
| Discussions (6 points X 7 discussions) | 42 |
| The Staged Self-Directed Learning Model (Week 1) | 15 |
| Learning Objectives for Feedback (Week 4) | 3 |
| Curriculum (Week 7) | 30 |
| Reflection (Week 8) | 10 |
| Total | 100 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
|
Week |
Topic |
Readings |
Assignments Due |
|
Week 1: Mar 4 – Mar 8 |
Principles of Instructional Design |
Volume 1: Chapters 1 & 2 Chapter 1 |
Week 1 Discussion: Submit your initial response no later than 11:59 PM Friday. Responses to peers are due no later than 11:59 PM on Sunday. The Staged Self-Directed Learning Model: Submit by Sunday, 11:59 PM ET. |
|
Week 2: Mar 9 – Mar 15 |
The Learning Cycle |
Volume I, Chapter 8: Chapter 2: McLeod, S. A. (2017). Kolb – learning styles Click for more options. Retrieved from www.simplypsychology.org/learning-kolb.html. Watch: |
Week 2 Discussion: Submit your initial post to the discussion board no later than 11:59 PM on Wednesday. Responses to peers are due no later than 11:59 PM on Sunday. |
|
Week 3: Mar 16 – Mar 22 |
Models of Curriculum Design |
Volume 1: Chapters 3, 4, 6: Chapters 3 & 10: Models of Curriculum Development [Review of PDF]. (n.d.). Retrieved January 16, 2019. Lunenburg, Fred C. (2011). Curriculum Development: Inductive Models. Schooling, 2(1). |
Week 3 Discussion: Submit your initial post to the discussion board no later than 11:59 PM on Wednesday. Responses to peers are due no later than 11:59 PM on Sunday. |
|
Week 4: Mar 23 – Mar 29 |
Sequencing |
Volume 1, Chapter 5: Chapters 4 & 5: |
Week 4 Discussion: Submit your initial post to the discussion board no later than 11:59 PM on Wednesday. Responses to peers are due no later than 11:59 PM on Sunday. Submit your learning objectives for feedback by Sunday at 11:59 PM ET. |
|
Week 5: Apr 30 – Apr 5 |
Assessment |
Exhibit 10.5: A model of analysis. This chart describes questions trainers or program creators can ask as well as methods for attaining that information. From: Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide. San Francisco: Jossey-Bass. Chapters 6, 7, 8: |
Week 5 Discussion: Submit your initial post to the discussion board no later than 11:59 PM on Wednesday. Responses to peers are due no later than 11:59 PM on Sunday. |
|
Week 6: Apr 6 – Apr 12 |
Storytelling |
Chapter 9: Clair, R. S. (2015). Creating courses for adults: Design for learning (1st ed.). US: Jossey-Bass. |
Week 6 Discussion: Submit your initial post to the discussion board no later than 11:59 PM on Wednesday. Responses to peers are due no later than 11:59 PM on Sunday. |
|
Week 7: Apr 13 – Apr 19 |
Curriculum Template |
This week is solely dedicated to working on your curriculum template. Now is a great time to review readings especially about learning objectives, assessment, and sequencing. |
Submit your curriculum by Sunday, 11:59 PM ET. |
|
Week 8: Apr 20 – Apr 26 |
Reflection | n/a |
Week 8 Discussion: Submit your initial post to the discussion board no later than 11:59 PM on Wednesday. Responses to peers are due no later than 11:59 PM on Sunday. Submit your reflection by Sunday at 11:59 PM ET. |
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Education page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Blackboard/Brightspace.
- Education Databases: https://library.une.edu/library-materials/find/research-by-subject/education/
- Library Tutorial: Find an article
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
UNE Student Academic Success Center
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
Information Technology Services (ITS)
- ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Policies
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the Turnitin Student quick start guide.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Information Technology Services (ITS)
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Attendance Policy
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.