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MAIS 642: Program Planning, Evaluation, and Instructional Methods in Adult Education (Rev. 2) 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 Reading
Sork, T. J., & Newman, M. (2004). Chapter 6: 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 Reading
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 Reading
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 3

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.
Case Study 1
YWCA. (2015). Creating a safer digital world for young women: Project Shift needs assessment report summary. https://ywcacanada.ca/wp-content/uploads/2019/05/Project-Shift_Needs-Assessment-Report-Summary.pdf
CASSA. (2020). Needs assessment report: Moving toward decent employment for South Asian immigrants in Toronto. http://cassa.on.ca/wp-content/uploads/2020/10/Needs-Assessment-Report.pdf
Balneaves, L. G., Alraja, A., Ziemianski, D., McCuaig, F., & Ware, M. (2018). A national needs assessment of Canadian nurse practitioners regarding cannabis for therapeutic purposes. Cannabis and Cannabinoid Research, 3(1), 66–73. https://doi.org/10.1089/can.2018.0002
Sutherland, M., Maar, M., & Fyffe, A. (2019). Mental wellness teams comprehensive needs assessment. https://mkonation.com/mko/wp-content/uploads/Mental-Wellness-Teams-Comprehensive-Needs-Assessment.pdf

Unit 4

Required Readings
Taylor, J. E. (2010). Facilitator as mediator: Mediating the tension between management and employee-learners. Adult Learning, 21(1/2), 19-25.

Unit 6

Required Readings
Kaiser, L.M., Kaminski, K., & Foley, J.M. (2013). Special Issue: Learning Transfer in Adult Education. New Directions for Adult and Continuing Education, 2013 (137), 1–89. doi:10.1002/ace.20039.

Read at least one article from this special issue about transfer of learning.
Buskist, W. and Groccia, J. E. (2011). Special Issue: Evidence-Based Teaching. New Directions for Adult and Continuing Education, 2011 (128), 1–111. doi:10.1002/tl.462.

Read at least one article from this special issue about evidence-based teaching.
Merriam, S. B. (2008). Special Issue: Third Update on Adult Learning Theory. New Directions for Adult and Continuing Education, 2008 (119), 1–98. doi:10.1002/ace.300.

Read at least one article from this special issue about adult learning theory.
Rogers, J. (2007). Chapter 1: Adult learners: What you need to know. In Adults learning (5th ed.) (pp. 6-43). 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). McGraw-Hill. Ebook.

Walter, P. (2019). Innovations in teaching adult education: Living history museums and transformative learning in the university classroom. Adult Learning, 30(3), 121–127.
Dobozy, E. (2013). Learning design research: advancing pedagogies in the digital age. Educational Media International, 50(1), 63-76. doi: 10.1080/09523987.2013.777181
Aikman, S., & Robinson-Pant, A. (2019). Indigenous women and adult learning: Towards a paradigm change? Studies in the Education of Adults, 51(2), 151-160, doi: 10.1080/02660830.2019.1641906
Supplementary 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.
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
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Wiley. https://0-ebookcentral-proquest-com.aupac.lib.athabascau.ca/lib/athabasca-ebooks/detail.action?docID=1376941&ticket=ST-3653506-nLV6jJgWTHYOODdRxg4M-cas
Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). AU Press. https://www.aupress.ca/books/120146-the-theory-and-practice-of-online-learning/

Unit 7

Supplementary Readings
Bin Mubayrik, H. F. (2020). New trends in formative-summative evaluations for adult education. SAGE Open, 10(3), 1–13.
Chalas, A. (2016). Toward Evaluating Art Museum Education at the Art Gallery of Ontario. Canadian Review of Art Education: Research & Issues, 43(1), 121–138. https://doi.org/10.26443/crae.v43i1.21
Unterhalter, E. (2017). Negative capability? Measuring the unmeasurable in education. Comparative Education, 53(1), 1–16, doi: 10.1080/03050068.2017.1254945
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
Podems, D. R. (2010). Feminist evaluation and gender approaches: There’s a difference? Journal of MultiDisciplinary Evaluation, 6(14), 1–17.
Chouinard, J. A. & Cousins, J. B. (2007). Culturally competent evaluation for aboriginal communities: A review of the empirical literature. Journal of MultiDisciplinary Evaluation, 4(8), 40-57.

Unit 9

Ryu., K., & 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 feminist community-based organization. Adult Education Quarterly, 61(2), 121-138.
Butterwick, S., & Sork, T. J. (2010). The kitchen table: Alternative perspectives on program planning. In the Proceedings of the 2010 Adult Education Research Conference, Sacramento, CA. 
Taylor, J. E. (2010). Facilitator as mediator: Mediating the tension between management and employee-learners. Adult Learning, 21(1/2), 19–25.
Brookfield, S., & Holst, J. (2018). Critical Theory Approach to Program Planning. In V. Wang (Ed.), Handbook of Research on Program Development and Assessment Methodologies in K–20 Education (pp. 338–356). IGI Global.
Schmidt, S.W. and Lawson, L. (2018). Program Planning in Health Professions Education. New Directions for Adult and Continuing Education, 2018, 41–50. doi:10.1002/ace.20267.

Unit 10

Sork, T. J. (2019). Adult Education in an Era of “Wicked Problems.” Adult Learning, 30(4), 143–146. https://doi.org/10.1177/1045159519872457