Overview

This course examines the relationships between language, literacy, culture, and identity. The course readings are situated in academic and policy debates about what literacy is, how it is used, and how becoming literate and engaging in literacy practices shapes individuals, communities, and societies. These debates have important implications for how literacy is taught in adult education.

This course provides an introduction to adult education as a field of study and practice. It is intended for both practitioners who have experience in working with adult learners and people with little or no experience who have an interest in learning about the field. We will take a broad view of adult education and will accommodate the interest of persons concerned with non-formal education, informal learning, and formal learning in diverse settings. The principal aim is to develop a basic understanding of adult education in a global context. The focus of the course will be on the socio-historical context of its methods, agencies, programs and issues.

This is a paced course, which means that there is an established start and end date, and you will interact with other students throughout the course. The required course materials consist of one text, readings available online, and a password-protected course website that contains other course content and communication tools, such as discussion forums and e-mail.

Our interactions will primarily be asynchronous. We will use tools like e-mail and online discussion forums to exchange our thoughts. These tools will enable each of us to participate at a time of day that is convenient to us. You will be expected to log on at least four times per week (not all in the same day) so that you can participate effectively. This course is 16 weeks in length. There will be weekly activities, some of which take place in groups. All assignments, however, are individual.

Instructional Process

Because of the nature of the topics to be considered, the course will be conducted as a seminar. A wide variety of topics will be explored and it is expected that the distinctive values and experiences of participants will contribute to our discussions. Accordingly, a high degree of participation is expected. A climate of mutual respect will go far to support effective interaction, despite our critical evaluation of controversial topics. Your instructor(s) may pose questions to guide your discussion; these are usually found in the Introduction section of each Lesson. You should feel free to contact your instructor(s) regarding any aspects of the course.

This is a fairly heavy reading course (if you have looked at the course schedule, you probably know that already!). In order to seriously engage in academic work, we have to be well versed in the readings and that requires some extensive reading and reflection. Some of the reading is relatively easy, some more difficult. You are expected to do all the assigned readings. Give yourself time to do the readings--you may have to read an article or chapter more than once. On the other hand, it's not necessary to do all of the reading for the week before participating in a discussion of one of the suggested questions in each lesson's Introduction section. It is often easier to manage your time and to engage in consistent participation if you alternate readings and discussions. We have found that a more "authentic" conversation develops when discussion posts are shared throughout the week rather than having multiple posts contributed toward the end. We do not recommend reading more than three weeks in advance because reading assignments may change depending on our discussions.

Always check for new announcements. These announcements will alert you to any clarifications and changes related to course activities. As you begin each lesson, first refer to your Course Schedule, next read the commentary, and then do your assigned readings. The Course Schedule will give you an overview of activities for the lesson, while the lesson commentary will "set the stage" for your readings, as well as suggest some ideas and questions you should be thinking about as you read. After you've finished the assigned reading, participate in the online discussion forum for the week. (Note: You don't need to have finished all of the readings to participate in the discussion. Contributing ideas about what you have read throughout the lesson is preferable to waiting until everything is read and then posting all your ideas at the end. The latter approach isn't really a "discussion.")

Discussions

Class work will be conducted via course discussion forums. We have set up two types of discussion forums.

1. Group Discussion Forums (group forums for discussion of readings)
   Because online discussion is easier to negotiate in smaller groups, much of your discussion of the readings will take place in small groups assigned by your instructor. Only the members of your group and your instructor(s) will have access to your group's private discussion forum. You are required to conduct most of your group's discussion in this discussion forum (supplemented where appropriate by chat room discussion, e-mail and phone calls). In this way your instructor(s) will be able to monitor your discussions and engage in discussion with you.
2. Student Lounge
   The Studen Lounge is a place to exchange ideas about the course, or to chat with other classmates relatively informally. Consider it a break room or hallway outside your (virtual) classroom. This is a good place to pose general questions about class activities and course assignments. Feel free to use this forum to exchange ideas about the course or to chat with other classmates about anything (as long as it's legal and ethical). Although I will "pass through" from time to time, you should send any time-sensitive questions to me by e-mail.

Course Objectives

This course has three objectives:

• The main objective of this course is to better understand what adult education is and what both learning and teaching means to the people who together engage in adult education activities. 
• The second objective is to develop a critical awareness of the contextual factors that influence adult education--its history, organizational constraints, leaders, competing forces, and professionalizing trends--in order to better understand the field.
• The third objective is to gain an introduction to contemporary issues and problems facing the field of adult education, with particular focus on the role of adult education in a post-modern democratic society.

Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

We have selected different ways of presenting the material in this class, using a variety of media and text resources. We have also tried to provide materials about adult education as practiced not only in the United States, but in other parts of the world as well. Adult education has a rich international history, and much of what happens today in the U.S. has been influenced by what has happened--and is happening--internationally.

The process of globalization means we need to have a broad understanding of adult education, and understanding that is not limited by national borders. Examining the field from other, though closely related, cultural contexts helps us understand the global context of adult education for the 21st century.

Following are additional Resources for Adult Education that will be useful to you as you move through your degree program:

Technical Requirements

Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

Course Requirements and Grading

Your grade for the course will be based on three short essays, an annotated bibliography, a final project and your contribution to class discussions. When submitting assignments, please follow the Guidelines for Submission that are listed in Assignment Guidelines, accessed from the main course menu on the left.

Short Essays

You will be required to produce a well-written (750-1000 word) essay that addresses a question posed by the instructor for each assignment. Questions are in the assignment guidelines for each essay, and are available through the Assignment Guidelines menu item. For each assignment you are offered two or three questions, based on the readings and discussions, from which you will choose only one to answer. The essays make up a total of 25% of your grade--10% for the first essay and 15% for the second essay.

Annotated Bibliography

For this assignment you will be required to do a literature search and review on a topic of your choice that has relevance to the class. Specific guidelines for this assignment are available in Assignment Guidelines. The annotated bibliography will be worth 25% of your grade.

Final Project

Because ADTED 460 is an introductory course, it offers you a relatively superficial view of a number of issues and practice contexts rather than a deep examination of any one area. Your final written project is designed to allow you to take a closer look at an issue, idea, or practice area of particular interest to you. To allow you some flexibility in how you go about this, you may choose from one of several options, described in more detail in the document "Assignment 5 Guidelines" in the Assignment Guidelines menu item. If you have an idea that's not on this list, please contact me and we'll discuss it. The final paper is worth 30% of your grade.

Class Contribution (Participation)

Your participation in the team discussions and periodic large group discussion (if applicable for this semester) is the basis of your class contribution grade. You will be assigned to discussion teams during Week 2 of the course. You will work with your team members to critically examine the readings, and may in some weeks be asked to create discussion summaries and/or questions for all-class consideration. To assist the instructor in assessing your class contributions, you will be asked to conduct a self-evaluation of your participation. Self-evaluation details and guidelines are posted in the Assignment Guidelines (accessed from the left menu). Your contribution will be assessed at two points during the course; each will be worth 10% of your total grade.

Training in Scholarship and Research Integrity (SARI)

The University has instituted a requirement that all graduate students receive training in issues pertaining to the appropriate conduct of research. While this activity is not a graded part of this course, you should begin your self-paced study of the relevant content during this semester. You will need to complete the two required modules by the end of your second semester of study after formal acceptance into a graduate program. We will discuss the requirement specifically during Week 8 of this course, but you are encouraged to begin your study as soon as possible. Please read the more detailed information provided in the SARI folder accessed from the main course menu on the left of your screen.

Assignments

Submitting Written Assignments

Please follow the directions for writing your assignments posted in the Professor's Forum. Assignments should be uploaded into designated drop boxes.

Students with a sound grasp of the materials and a demonstrated ability to analyze those materials at a satisfactory level (average to good) for graduate students can be expected to receive a grade of "B." The grade of "A" will be reserved to designate excellence, with marks in between these (e.g., B+; A-) indicating gradations of performance. To receive a grade of A will require not only a sound grasp of the materials and the demonstration of an ability to analyze them at graduate level, but also a clear capacity to analyze, synthesize and critique the materials and to present your ideas in a clear and organized way in your written assignments. There is no preconceived determination of the percentage of students to receive each grade; in other words, assignments are not graded on a "curve."

Assignment Policies

Assignments and course discussions all have a due date for submission to the course instructor. The due dates for each are noted in the Course Readings Guide page of this syllabus. Please make every effort to submit assignments on time, or notify the instructor in advance of a late assignment. Late assignments will be penalized unless you have made prior arrangements with the instructor. Deadlines will be defined as 11:59 p.m. Eastern Time on the last day of the lesson timeframe unless noted differently.

If you know you will be offline the day an assignment is due, please make sure to post it early. Anytime you feel that you might be falling behind in the course, it is best to contact the instructor to discuss your situation. No assignments can be accepted after 11:59 p.m. (ET) on the final day of class. If you have an assignment completed by the deadline but are unable to submit or post in the forum for technical reasons, contact the Service desk. However, you must submit the assignment or forum once that becomes available to receive your grade and feedback for the assignment.

You will receive assignment grades and feedback privately within the specific assignment or discussion forum. You can always check your grades through the gradebook under the Grades link.

Finally, please keep a copy of ALL your work. We cannot assume responsibility for lost items.

Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Course Policies

• Accommodating Disabilities

  Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.

  In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

• Procedures for Resolution of Problems

  For procedures pertaining to a range of concerns and disagreements involving graduate students and other members of the University community (e.g, faculty, staff, or undergraduate student), please see the Procedures for Resolution of Problems (Appendix II) website.

• Additional Course Policies

  For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.