Adult Learning Courses

AL 5060 Psychology of Adulthood - 3 graduate credits
This course takes a life-span developmental approach to adulthood in contemporary American society and includes the major theoretical perspectives regarding developmental transitions and age-related tasks. The course seeks to acquaint the student with seven broad themes of adult development: 1. Theory; 2. Research; 3. Changes that occur within oneself throughout adulthood - physical, cognitive, health, social; 4. Personality characteristics; 5. Meaning in life; 6. Stages and pointers for a successful journey; 7. Death and dying. Students use their own life experiences as a context for creating understanding in these seven areas.

AL 5070 Learning in Adulthood - 3 graduate credits
The course focuses on the nature and process of learning in adulthood, especially in formal learning situations in business, industry, adult basic education, and adult higher education. Also emphasizes the concept of learning how to learn and the ways in which adults function in independent learning situations. We will examine theory, research, and practice from several different discipline perspectives to answer the question: "How do adults learn?"

AL 5080 Teaching Adults - 3 graduate credits
This course builds on adult learning theory and examines the role of the instructor as the facilitator of learning. Major focus is on incorporating strategies for encouraging active learning, collaboration, self-directed learning, and self assessment by learners into a variety of learning situations. Class participants will be involved in demonstrating teaching methodologies and receiving feedback from group members.

AL 5090 Program Design and Evaluation - 3 graduate credits
This course addresses a broad spectrum of program development ranging from an individual course to a complete program of major learning activities conducted over a period of time. Participants will design programs based on their own special interests, for example, adult higher education, business and industry training, adult basic education, etc. Major emphasis will also be placed on designing program evaluations tailored to meet specified goals.

AL 5130 Educating for Adult Literacy - 3 graduate credits
This course examines current theory and best practice related to adults' development of functional literacy skills. The purpose of this course is to offer useful hands-on experiences and strategies for teaching literacy skills as well as the theoretical background and relevant research in the literacy field that will assist in understanding and appreciating the problems of adults with limited literacy. Understanding the problem of illiteracy requires knowledge about the sociological effects of schooling, the effects of poor education, issues of resistance to education, learner motivation, and the physiological, psychological, and societal barriers and incentives related to the successful development of literacy skills.

AL 5140 The Learning Workplace - 3 graduate credits
This course deals with the professional learning needs and priorities of the workplace. It examines the variety of ways in which employees and their managers gain new knowledge and skills as part of their professional growth. Particular emphasis is given to the concept of the learning organization: its characteristics, how the concept of 'learning organization' is implemented in different types of organizations, the benefits of a learning organization to both the employee and the organization, and the role that the professional educator or trainer plays in building a learning organization. Also included is the role knowledge management plays in the development of the learning organization.

AL 5150 Learning & Teaching Styles - 3 graduate credits
This course examines the concept of learning style, or cognitive style, in relation both to teaching and learning. Participants will take learning style inventories as part of the class and will be involved in practical applications of learning style concepts through the creation of learning activities, assignments, geared to the particular audience they teach. Emphasis will be on adolescent and adult learning but will be applicable to all levels and ages. In addition, teaching styles will also be examined.

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