MAIS 642: Program Planning, Evaluation, and Instructional Methods in Adult Education Report a Broken Link

This course will introduce students to the theory, concepts, and practices of program planning, evaluation, and instructional methods in adult education/learning contexts.

Unit 1


Required Readings
Sork, T. J., & Newman, M. (2004). Program development in adult education and training. In G. Foley (Ed.), Dimensions of adult learning: Adult education and training in the global era (pp. 97-117). Berkshire, UK: McGraw-Hill.
Supplementary Readings
Wilson, A. L., & Cervero, R. M. (1997). The song remains the same: The selective tradition of technical rationality in adult education program planning theory. International Journal of Lifelong Education, 16(2), 84-108. doi:10.1080/026013797016020

Unit 2


Supplementary Readings
Davidson, H. (1995). Making needs: Toward a historical sociology of needs in adult and continuing education. Adult Education Quarterly, 45(4), 183-196.
Edwards, R. (1991). The politics of meeting learner needs: Power, subject, subjection. Studies in the Education of Adults, 23(1), 85-97.

Unit 4


Required Readings
Kiung, R. & Cervero, R. M. (2011). The role of Confucian cultural values and politics in planning educational programs for adults in Korea. Adult Education Quarterly, 61(2), 139-160.
Bracken, S. J. (2011). Understanding program planning theory and practice in a feminism community-based organization. Adult Education Quarterly, 61(2), 121-138.
Sork, T. J. (1997). Workshop planning. New Directions for Adult and Continuing Education, 76, 5-17. doi:10.1002/ace.7601
Taylor, J. E. (2010). Facilitator as mediator: Mediating the tension between management and employee-learners. Adult Learning, 21(1/2), 19-25.
Yang, B., & Cervero, R. M. (2001). Power and influence styles in programme planning: Relationship with organizational political contexts. International Journal of Lifelong Education, 20(4), 289-296. doi:10.1080/02601370110048827

Unit 6


Required Readings
Pratt, D. D. (2002). Good teaching: One size fits all? New Directions for Adult & Continuing Education, 93(1), 5-15.
Gadbow, N. F. (2002). Teaching all learners as if they are special. New Directions for Adult & Continuing Education, 93(1), 51-61.
Heimlich, J. E., & Norland, E. (2002). Teaching style: Where are we now? New Directions for Adult & Continuing Education, 93(1), 17-25.
Ross-Gordon, J. M. (2002). Effective teaching of adults: Themes and conclusions. New Directions for Adult & Continuing Education, 93(1), 85-91.
Rogers, J. (2007). Chapter 1: Adult learners: What you need to know. In Adults learning (5th ed.) (pp. 6-43). New York: McGraw Hill. Ebook.
Nesbit, T, Leach, L. & Foley, G. (2004). Chapter 5: Teaching adults. In G. Foley (Ed.), Dimensions of adult learning: Adult education and training in the global era (pp. 74-96). Berkshire, UK: McGraw-Hill. Ebook.
Supplementary Readings
Johnson-Bailey, J., & Cervero, R. (1997). Negotiating power dynamics in workshops. New Directions for Adult and Continuing Education, 76, 41-50. doi:10.1002/ace.7604

Unit 7


Supplementary Readings
Smith, N. L. (2002). International students’ reflections on the cultural embeddedness of evaluation theory. The American Journal of Evaluation, 23(4), 481-492.
Andrews, G. J. (1997). Workshop evaluation: Old myths and new wisdom. New Directions for Adult and Continuing Education, 76, 71-85.
Fetterman, D., & Wandersman, A. (2007). Empowerment evaluation: Yesterday, today, and tomorrow. American Journal of Evaluation, 28(2) 179-198. doi:10.1177/1098214007301350.
Mertens, D. M. (2007). Transformative considerations: Inclusion and social justice. American Journal of Evaluation, 28(1), 86-90. doi:10.1177/1098214006298058.
McNall, M. & Foster-Fishman, P. G. (2007). Methods of rapid evaluation, assessment, and appraisal. American Journal of Evaluation, 28(2), 151-168.
Abma, T. A. & Widdershoven, G. A. M. (2008). Evaluation and/as social relation. Evaluation, 14(2), 209-225. doi: 10.1177/1356389007087540