Students must complete a minimum of 57 graduate credit hours with a cumulative GPA of not less than 3.0.
DEVELOPING PROFESSIONAL IDENTITY
In this foundation course, students will situate their own area of practice in broader contexts of adult learning and adult education. Students will systematically reflect on their professional identity(ies), examine their practice he context of philosophical traditions, and construct their ?own philosophy? of education to guide their practice. They will expand their academic sources and professional networks.
DESIGNING EDUCATIONAL OFFERINGS
In this course, students will be introduced to major components involved in designing educational offerings for adult learners in various face-to-face settings. Students will develop (or revise) a design plan for an educational offering appropriate to their selected adult clientele. In particular, they will articulate learning outcomes around which to build their design plan (backward design). They will apply theories, concepts, and principles of adult learning while making design decisions. While the design principles addressed in this course are relevant to on-line environments, students who wish to delve further into on-line learning/teaching technology are encouraged to do so through the MAEA Electives option.
FACILITATING ADULTS LEARNING
In this course, students will develop and hone skills to facilitate adult learning in a variety of settings. Students will learn about concepts that inform learner-centered methods and techniques of facilitating learning. Throughout the course, they will apply various methods and techniques in various settings and reflect on how these methods influence learning. The repertoire of skills that students develop as facilitators of learning will have both immediate and future application. While the concepts, methods, and techniques covered in this course are relevant to on-line learning, students who wish to delve further into facilitating on-line learning are encouraged to do so through the MAEA Electives option.
ENHANCING PRACTICE WITH THEORY
In this capstone course, students? practices in helping adults learn will be grounded in relevant theories, models, and principles of adult learning and development. Students will examine various strands of research and theory that support, challenge, and enhance their practices in working with adult learners in their selected settings. Students will have many opportunities to explore and share new ideas and approaches through the various perspectives studied, thereby enhancing one another?s theoretical foundations.
In this course, students will be introduced to approaches, concepts, and tools within the realm of qualitative research. Students will select a topic of inquiry that concerns issues or problems in their practice settings and choose methods of gathering data that can be used to address these matters. This focus on methods will be set within the larger context of research design and methodologies. Students will investigate the literature related to their topic of inquiry, extending an annotated bibliography to a thematic literature review. The planning students do in this course may be a springboard for their independent learning projects. Students who wish to augment qualitative research with quantitative approaches are encouraged to do so through the MAEA Electives option.
ASSESSING LEARNING AND EVALUATING PROGRAMS
In this course, students will learn about and apply various approaches, strategies, and tools for assessing learning outcomes of individuals. Students will select and apply assessment models relevant to their practice settings, and gain skills in designing assessment instruments. Students also will be introduced to basic approaches and concepts involved in evaluating educational programs, with particular attention to how assessing learning can connect with program evaluation. Students who wish to delve further into program evaluation are encouraged to do so through the MAEA Electives option.
APPLIED INQUIRY PROJECT PROPOSAL I
Each student will design his/her EA 528 Applied Inquiry Project, in consultation with the faculty mentor and a project Advisor. Proposal I emphasizes selecting a project topic/focus and conducting a literature review.
APPLIED INQUIRY PROJECT PROPOSAL II
Each student will design his/her EA 528 Applied Inquiry Project, in consultation with the faculty mentor and a project Advisor. Proposal II emphasizes the purpose and design of the inquiry project, and audience(s) for dissemination.
APPLIED INQUIRY PROJECT
In consultation with the faculty mentor and a project advisor, each student will design and carry out a project that addresses a significant question/issue in the student?s area of practice. Knowledge and skills gained in EA 525 will be implemented with the aim of enhancing practice informed by relevant frameworks and ideas. The final product must be approved by GPSRC.
FINDING AND MANAGING INFORMATION
This MAEA foundational course provides participants with skills in collecting, analyzing and synthesizing literature and resources in their respective area(s) of practice. Among these skills are: searching and accessing various sources; discerning credibility of sources; storing and retrieving information for oneself; constructing thematic literature reviews; and, citing sources using APA style.
UNDERSTANDING PERSONAL AND ORGANIZATIONAL CHANGE SEMINAR
This seminar provides students with an opportunity to develop the Liberal Learning facilities through understanding personal and organizational change. Multiple dimensions and dynamics of change and the roles and responsibilities of professionals as change agents are explored. Special emphasis is placed on analyzing change processes using both linear and systems models and formulating interventions to facilitate productive change in the workplace (profit and nonprofit).
IMPROVING INTERPERSONAL DYNAMICS
This seminar provides students with an opportunity to develop the Liberal Learning Skills through improving interpersonal dynamics. Students are introduced to various models for working collaboratively with diverse constituents over multiple contexts. In addition, students are provided opportunities to strengthen their interpersonal relations and communications skills (per context) by learning and practicing strategies and techniques that foster skill development.
EXERCISING EFFECTIVE LEADERSHIP SEMINAR
This final seminar provides students with an opportunity to develop the Liberal Learning facilities through exercising effective leadership. Major themes of each of the previous seminars are integrated within the concept of effective leadership in a changing world. Key theories and principles relative to the management/leadership continuum are examined as well as the implications of current trends for the future of leadership both in general and within students' personal/professional contexts.
REFLECTIVE PRACTICE SEMINAR II
After the third quarter, students come together for group reflection and review of their progress in the program. This seminar assists student s in planning their electives, reflection on applications of their learning and assessing growth in the Elements of Better Practice.
Status as an MAEA student or departmental permission is a prerequisite for this class.
REFLECTIVE PRACTICE SEMINAR III
After the fifth quarter, this seminar offers students an opportunity to get feedback on plans for the Applied Inquiry Project, to conduct an informal mid-program review, to examine ways in which students are applying the four elements of practice, and to identify significant ?threads? across the curriculum.
REFLECTIVE PRACTICE SEMINAR IV
At the end of the program, students join in a summit to review their program, engage in discussion on their next steps, to review their credo of educating adults, reflect again on the three Elements of Better Practice, and present their program portfolio.
This domain examines the physical, cognitive and spiritual dimensions of personal development and performance. Central questions include: Who am I and what should I become? What habits of mind, attitude, and behavior might I improve upon? How can I construct personal meaning and inform future actions from my experiences? Embedded in these questions are the core concepts of learning and change, choice and consequence, identity, and various dimensions of self. Seminars in this domain might address topics such as awareness, agency, emotional intelligence, mindfulness, motivation, reflection, resilience, and self-discipline.
This domain focuses on one's ability to both communicate effectively and understand the meaning of others' communications. To develop interpersonal effectiveness, one must overcome the barriers that result from differences in culture, race, ethnicity, gender, age, disability, and socio-economic status. Interpersonal effectiveness requires self-awareness, cultural competence, and skills in active listening, building trust, dialogue, collaboration, and conflict resolution. Central questions include: How can we improve interpersonal relationships in both personal and professional domains? How can we make decisions and solve problems together? What are the dynamics of and processes for collaboration? How do we understand and use the human/computer interface as tool to enhance communication? Seminars in this domain might address topics such as intercultural communication, valuing human similarities and differences, interpersonal communication, and 21st century human-computer interfaces and interactions.
This domain explores the larger systemic contexts within which individuals function. As the world grows increasingly complex and interconnected, the ability to understand and navigate people-in-groups (organizational, societal, and global) becomes increasingly critical. In this domain, students broaden and deepen their capacity to make a difference at ever-widening levels of system. Central questions include: How do we engage as organizational resources, community participants, members of society and global citizens? How do we get along? How do we get work done? How do we both fit-in and remain unique? Seminars in this domain might address topics such as project management, leadership, organizational culture, career management, performance improvement, context scanning, global citizenship, trend analysis, cross-cultural agility, and future visioning.
This domain examines the ability of individuals to recognize and analyze their own values and those of others in order to find effective ways to translate those beliefs into effective action. When individuals expand awareness of their own choices and recognize the choices of others, they can live their own lives more effectively and successfully mediate conflicts with others. Central questions include: What should I do in this situation? Why did he/she/they decide to do things that way when it seems so clearly wrong to me? Seminars in this domain might address topics such as ethical reasoning, decision-making, values-clarification, priority setting and courage in action.
This domain focuses on developing methods and processes of inquiry that can be applied in any of the other domains. Adults must be able to engage in self-directed inquiry in order to understand and act effectively in their personal, professional, social, and civic lives. In this domain, students learn methods for systematically and strategically exploring questions, problems, ideas, and experiences. Central questions include: How do I formulate viable questions? What information do I need to understand a problem and what is the best way to obtain it? What are different ways to analyze an idea? How can I make sense of what I have experienced? Seminars in this domain might address strategies and methods to generate and engage primary research; to gather and manage information; to organize, analyze and present data; and to pursue targeted methods of inquiry.
REFLECTIVE PRACTICE SEMINAR I
This is a faculty mentor-guided session, which follows EA 515. Students revisit their selected area of practice, select purposes for their program portfolio, and plan for development of these Elements of Better Practice.
Status as an MAEA student or departmental permission is a prerequisite for this class.