Feb 22, 2024
EDUC 2200 - Introduction to Adult Learning (crosslisted) GDEV 2100
(D-AG, KCM-AG) (CU-CEL)
Fall. 4 credits (may be repeated for credit). Letter grades only.
This course receives more credit than typical for the meeting pattern due to fieldwork outside the formal meeting times.
Do adults learn differently than do youth? This experiential and community-engaged course is for anyone interested in planning and facilitating adult, community and lifelong learning. As inquirers ourselves, we not only study principles, theories and methods, we also put into practice what we learn. One of the ways we do this is by incorporating adult learning approaches within the seminar’s design and educational practice (andragogy, rather than pedagogy). Another way we apply what we study is by mentoring adult learners. Each student serves as a learning partner to a Cornell employee who is pursuing an educational aim. A journey of mutual learning is a satisfying and meaningful adventure. As employees’ partners, we are co-learners and co-educators, recognizing that each person has knowledge and experience to bring to the quest.
Outcome 1: Explore the relationship of leadership and learning in formal, nonformal and informal education in personal and larger contexts.
Outcome 2: Develop deep consciousness of one’s own core values for the purpose of mindfully engaging with diverse others in constructive and respectful ways.
Outcome 3: Learn and apply foundational principles and processes of instructional design and demonstrate these in planning and facilitating lessons with an adult Learning Partner across differences in generation, nationality, language, class and ethnicity.
Outcome 4: Examine trends of educational inequity in this country and ramifications in the lives of adults of poor schooling as children.
Outcome 5: Through historic and contemporary cases, unpack narratives of popular education in community development, public engagement and social justice through formal, nonformal and informal venues.
Outcome 6: Recognize that being an educator involves not only understanding issues of power, inequity, and access, but also entails conscious ethical practice in everyday decision-making.
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