adult education

Adult Education Contexts Concentration

Gain exposure to the many factors and issues surrounding adult education.

Adult learning success is affected by many factors, including family needs as well as issues of culture, class, gender, and ethnicity. Students will choose from an array of courses addressing these and other contexts for adult learning, and receive a strong grounding in curriculum, field methods, assessment, and developmental and abnormal psychology.

Degree Requirements

A. Educational Studies Core

ED250 Human Relations, Cultural Diversity and Indian Cultures (2 cr.)

This course provides a general introduction to human relations, cultural diversity and Indian cultures as these concepts relate to teaching and learning in the K–12 classroom. Emphasis is placed on providing the students with additional knowledge, expertise or skills in creating a classroom learning climate conducive to supporting differences in cultural, ethnic, racial and gender backgrounds. Special emphasis is placed on gaining an understanding of Minnesota and Wisconsin Indian cultures.

ED306 Learning and Development (5 cr.)

In this course, the concept of learning is examined through the cognitive, social-emotional, moral and physical developmental stages of learners.  Principles of teaching and learning are developed in the context of learning theory, teacher effectiveness, learner differences, and building a positive classroom climate.  Students engage in the central question:  What do highly effective teacher leaders know, think and do with respect to learning, development, and learner differences?  Students also participate in a significant clinical experience.

ED307 Educational Technology (1 cr.)

This course is designed to prepare future teachers to utilize 21st century technology tools in and out of the classroom to improve student-learning opportunities.  Pre-service teachers will learn how to engage with current technologies for instruction, identify multi-media tools to support student learning, and become familiar with tools of technology that can be used to communicate effectively with parents and students. An electronic portfolio will be used to demonstrate learning.

PY111 General Psychology (3 cr.)

General Psychology provides an overview of the methods, fundamental principles, and major perspectives which define the discipline of psychology. Intrapersonal and/ or interpersonal psychological processes involved in the biological basis of behavior, sleeping and dreaming, conditioning and learning, cognition, lifespan human development, abnormal psychology, and psychological treatment. Classical and contemporary research and perspectives including the biological, cognitive, behavioral, psychodynamic, humanistic, sociocultural and evolutionary perspectives are explored. Students are actively involved through application, interactive exercises, simulations, and projects.

B. All of the following:

ED350 Curriculum and Instruction: Grades 5–12 (4 cr.)

This course is designed to prepare 5-12 pre-service teachers and educational specialists to incorporate current research-based instructional strategies into their classrooms and learn how to effectively build a positive classroom climate at the middle/high school level.  Students will learn how to work effectively at incorporating standards into unit development, design daily lesson plans that align with the standards, and construct assignments that support the diverse needs of learners. An emphasis is placed on developmentally appropriate practices and the diverse needs of learners.  Students participate in a guided clinical experience.

ED360 Reading: Grades 5–12 (2 cr.)

This course is based on the premise that every teacher is a reading teacher, and that teaching students how to learn from textbooks is as important as teaching them what to learn in specific disciplines. Major objectives of the course include using data to diagnose literacy difficulties, remediation of reading/writing deficits, effective instructional strategies for developing strategic readers and competent writers in content areas, and planning processes necessary to meet the literacy needs of students.

HS211 Interviewing and Assessment (3 cr.)

Students practice and demonstrate skills for intentional attending, development of therapeutic rapport, culturally competent interviewing and assessment, and solution-focused intervention planning.

PS242 Logic of Analysis (4 cr.)

This course examines the major social science perspectives in conjunction with an instruction in the logic and procedures of gathering information about social phenomena. The course covers such topics as: the logic of the scientific method, research design, hypotheses formation, theory and methods of scaling, and research analysis.

PS342 Field Methods (4 cr.)

This course offers a working experience in the purpose and tools of qualitative field methods. The course covers rapport, methods of observation, field notes, data coding and analysis, ethnography, focus groups and interviews, as well as an introduction to quasi-experimentation.

PY211 Developmental Psychology (3 cr.)

This course explores the study of growth and development across the life span. Students are introduced to the reciprocal nature of biological, cognitive, social and cultural factors on the developing person. This is a research based introduction to understanding the expression of development in everyday life as it extends to family, friendship, youth ministry, school, neighborhood, sports, health care, and social services.

PY220 Abnormal Psychology (4 cr.)

This course investigates the dynamics of abnormal behavior. Disorders manifested in childhood and adolescence, eating disorders, anxiety disorders, dissociative disorders, somatoform disorders, mood disorders, schizophrenia, substance abuse, sexual disorder, and dependence, violence and abuse, and personality disorders are studied. Etiology, diagnosis, prognosis, research, prevention and therapy are considered. The interactions among biological, psychological, social and cultural factors are emphasized.

S110 Sociological Imagination (3 cr.)

The nature and foundations of society and the individual, the main forces that strengthen and weaken social groups and the conditions that transform social life are examined in this course.

S250 Logic of Analysis (4 cr.)

This course examines the major sociological perspectives in conjunction with an instruction in the logic and procedures of gathering information about social phenomena. The course covers topics such as: the logic of the scientific method, research design, hypotheses formation, theory and methods of scaling, and research analysis.

S350 Field Methods (4 cr.)

This course offers a working experience in the purpose and tools of qualitative field methods. The course covers rapport, methods of observation, field notes, data coding and analysis, ethnography, focus groups and interviews, as well as an introduction to quasi-experimentation.

C: Minimum nine credits from among the following

CJ352 Drugs in American Society (3 cr.)

The primary objective of this course is to provide a comprehensive survey of the use and/or abuse of drugs in the United States and their impact on the criminal justice system. Special attention is given to the historical and sociological contexts in which drug laws have evolved and the implication of those laws on drug prevention policies.

CJ425 Ethnicity, Class and Gender (3 cr.)

This course provides numerous theoretical perspectives on ethnicity, class and gender along with a variety of activities which ensure each student an opportunity for developing an experience base with members of various ethnic, social class and gender communities.

CJ452 Victimology (3 cr.)

This course examines the multifaceted problem of criminal victimization. The historical and emerging roles of victimology as a field of study are examined and special attention is paid to the theoretical and policy aspects of the field.

HS306 Case Management (3 cr.)

Case management is a vital professional skill. In this course students apply informal and formal assessment strategies to family units, identify and document problems in daily living as experienced by various populations, practice decision-making regarding ethical dilemmas, and document generalist case management services using professional practice standards. This course is also appropriate for psychology or criminal justice/corrections track majors.

HS352 Public Policy (4 cr.)

This course is devoted to a thorough review, analysis and evaluation of public welfare policy and at least one other topic. These topics may include but are not limited to the following: health care; environmental regulations; energy; consolidation of federal programs; affirmative action, etc. Special emphasis is given to the formulation, adoption, implementation, impact, and evaluation of public policy.

PS370 Public Policy (4 cr.)

This course is devoted to a thorough review, analysis and evaluation of public welfare policy and at least one other topic. These topics may include but are not limited to the following: health care, environmental regulations, energy; consolidation of federal programs; affirmative action, etc. Special emphasis is given to the formulation, adoption, implementation, impact, and evaluation of public policy.

PY470-479 Seminars in Psychology (1–3 cr.)

These are courses of particular areas of psychology determined by faculty and student interest. Seminars offerings are predicated upon faculty availability. Topics have included: Psychology of Aging, Health Psychology, Positive Psychology, Psychology of Emotion and Sport Psychology.

S425 Ethnicity, Class and Gender (3 cr.)

This course provides numerous theoretical perspectives on ethnicity, class and gender along with a variety of activities which ensure each student an opportunity for developing an experience base with members of various ethnic, social class and gender communities.

S443 Sociology of the Family (3 cr.)

A comprehensive study of the family and associated institutions, theories and research in American family structure and function, cross-cultural comparisons, family interaction dynamics, disorganization, and change is included.

Please Note:

Students in this concentration are encouraged to consider taking ST132 Reasoning with Statistics as the Quantitative Systems (QS) general education content area requirement, as it also is a pre-requisite for PS242/S250..