An introduction to qualitative research methods conceptualization and data collection procedures and design. Students learn various qualitative data collection techniques and conduct a pilot study.
Prerequisite: ORL 6500 or equivalent qualitative design/data collection course. Strategies and procedures for qualitative data analysis, within and across case studies, individual and group interview analyses, data display, and methods of presenting and reporting findings.
An introduction to the professional field of adult and continuing education: fields of practice (higher education, workplace, management training, social action, literacy and the like, and their evolution, and new challenges); schools of thought such as pragmatism, radicalism and humanism and their transformation and their relevance; clarification of concepts; and discussion of emerging issues and challenges.
Role and perspective changes in adulthood, concepts of maturity, learning theories, personality development, cognitive learning and thinking, creativity, interests and attitudes, motivation, self-concept, and achieving styles. Implications for the education of adults in a wide variety of workplace, community, and educational settings.
In-depth consideration of issues, strategies, and methods for facilitating adult learning. Theory is considered in relationship to practice. Methods are identified that are suited to adult learning in different settings, and to the role played by groups in individual to team learning. No prerequisites required, but learning is enhanced when taken following ORLD 4051.
This course takes a selective look at the contribution of major adult learning theories and their relationship to the fast-growing field of coaching. Exploring the links between key adult learning concepts and current coaching practices, the class will outline a number of critical adult learning concepts and frameworks selected because of their practical applications to the coaching process. The course will also give students space to experience coaching through various coaching experiential activities and build a model of coaching adapted to their organizational contexts and their coaching style.
It is unlikely that any course, alone, can create revolutionary change or revolutionary change leaders. What it can do, and what this course aims to do, is help participants learn about and understand the paths that others have traveled in their quest to create revolutionary change within democratic societies. By drawing on the example of the champions of social and political change (e.g. Abraham Lincoln, Susan B. Anthony, Jane Addams, Mahatma Gandhi, Eleanor Roosevelt, Martin Luther King, Nelson Mandela, and others.) this course explores sets of recurring themes, principles, and practices that effective agents of change employ in the process of learning about and, ultimately, creating revolutionary change. Embedded in a practical, action-oriented framework for creating revolutionary change, this course consists of four core components: (1.) Learning to Think About Change: Identifying and learning about the problem, purpose and readiness for change in society, including dealing with resistance and opposition. (2.) Learning to Prepare for Change: Building a team or organization of leaders and a base of support; developing learning capabilities to grow and adapt; and the capacity to think, move and act strategically. (3.) Learning to Lead Change: Building awareness, buy-in and pressure; engaging and generating energy and commitment; increasing recognition and leveraging power. (4.) Learning to Sustain Change: Maintaining change; evaluating outcomes; celebrating success, building on setbacks and bouncing back. Leadership and learning are frequent topics throughout this course as we examine together the role leaders and change agents play in learning to create social and political change within free, open and democratic societies. Ultimately, this course is geared toward understanding the lessons we can learn from the champions of change in a way that we can apply to our own organizational or institutional areas of practice. Finally, this course attempts to draw practical inspiration from change leaders as well as insights useful in our own individual lives. Oriented primarily toward practice, this course is geared towards reflection and action with an ongoing emphasis on practical application. This course centers around group and plenary discussions, small group work and team activities, videos, and limited lecture.
This course develops skills as a manager and leader using a cognitive-science based approach to skills development. Taking a hands-on, experiential approach, the purpose is to demystify the notion of management, provide students with feedback about their own management potential, and facilitate their personal and intellectual growth as a skilled leader.
This course presents a somatic, or whole body, approach to professional and personal leadership development. Somatics is a methodology and change theory that views the individual as an integrated mind, body, and spirit and utilizes the whole body, not just the mind, as an essential place of intelligence, learning, and change. Working with our interdependent system of thoughts, emotions, and neuromuscular physiology, somatics give us “a way in” to quickly and directly develop deep insight into our embodied and largely unconscious patterns of thinking, feeling, and acting that result in our actions, conversations, decisions, relationships, and the leader we show ourselves to be. Utilizing somatic processes enables leaders to consciously and mindfully move from awareness to alternative actions, counterbalancing the natural tendency to choose habits that are familiar and comfortable but not always effective in our personal and professional leadership practices. Throughout this experiential course, students will participate in an interactive, creative learning experience designed to build whole-body awareness, reconnect with their leadership purpose, gain a repertoire of practices that can enhance their potential to develop a more powerful leadership presence, maintain balance in chaos and conflict, and build more effective relationships and teams in a diversity of contexts. Connections will be made to the ways somatics is supported by neuroscience, Western and Eastern philosophies, spirituality, psychology, adult learning, leadership, and organizational development theories. Students will be exposed to the way these practices are currently being utilized for leadership development and as a means of precipitating transformative change in individuals, corporations, and other organizations.
Special topics or events related to the administration of programs in adult education. Topics change each semester. Open to degree and non-degree students.
In this course, participants will explore the ways in which adults learn critical thinking and they will experience different techniques to teach critical thinking. Exercises to be reviewed will include: Scenario analysis, heroes and villains, crisis decision simulation and critical incidents. The course will mix presentations by the leader with small group exercises.
In this course, we will explore how adult learners transform their habits of mind through critical self-reflection and discourse. We will also examine the relationships between individuation, authenticity, and transformation. We will focus on practical and innovative strategies for fostering transformative learning in adult education settings. This is a distance learning course.
Participants in this course will engage in an in-depth exploration of transformative learning with an emphasis on the role of affect and imagination in the learning process. The rational, cognitive approach will be reviewed for those participants unfamiliar with the traditional theory. We will investigate how the journey of becoming authentic is a transformative process. Jung's concept of individuation - differentiating one's Self from the collective- will be used as yet another lens through which we can view transformation.
This workshop will explore answers to questions concerning facilitating adult learning. Presentations from the workshop leader will be interspersed with small group exercises focusing on different approaches to helping adults learn. Participants will be encouraged to explore their own experiences as learners and facilitators and to consider how these experiences might help them to reframe their practice.
Discussion is one of the most frequently used teaching methodologies in higher and adult education today. This 2-day workshop takes participants through a number of increasingly complex and varied discussion exercises with the intent of participants being able to use and adapt these in their own practice. It is based on Stephen Brookfield (the workshop leader) and Stephen Preskill's books Discussion as a Way of Teaching (2005) and The Discussion Book (2016).
This two-day workshop builds on practices of social justice leaders to argue that effective leadership involves constantly learning about the practice of leadership in different contexts, and learning how best to support the learning of colleagues, followers and subordinates. We explore the different learning tasks associated with transformational, organic, and social justice leadership such as practicing openness, supporting the growth of others, analyzing experience, learning to question, and fostering democracy. Over the two days participants are taken through a series of sequenced exercises to gain experience in practicing learning leadership tasks.
This course is aimed at practitioners who work mostly in predominantly white settings. It explores the process of teaching about race and racism in educational contexts, corporations, communities, organizations and social movements. We examine the complex dynamics of working to unmask white supremacy and expose color blind perspectives in such settings. Participants consider how to use autobiographical disclosure, sequence exposure to increasingly contentious racial issues, create conversational protocols to discuss race, prepare people students for ‘brave space’ (rather than safe space) environments and respond to expressions of anger, hurt and pain. We examine the importance of the leaders or teacher’s own racial identity, and the need for multiracial teaching teams to model difficult conversations. Finally, the course explores how to move people from individualized to structural ways of thinking about race and racism.
Permission of instructor required.
This course takes an in-depth look at leadership and self-development using a biographical approach. Writing one's own life history and interpreting other students' narrative allows participants to go directly to the heart of all significant leadership transformation: growing as a person to grow as a leader. Multidisciplinary readings are also privileged in order to explore leadership as a complex phenomenon.
This course provides students with comprehensive practical strategies to leverage mobile first learning designs, organizational leadership, and professional development utilizing mobile devices. The course provides an adult learning overview on mobile devices, helps you connect and apply your adult learning subject area of interest, and pursue mobile learning activity designs, delivery, assessments, monitoring, and evaluation.
Organization studied in relation to community structure and social forces. Topics covered include: Finance and facilities, personnel, program, and community relations. Major emphasis on case analysis.
This course provides a comprehensive view of organizational strategy from a learning perspective. Students examine various models for facilitating the development of strategic initiatives through learning interventions.
Introductory course covering the organization, management, and instructional process involved in staff training and development programs in business, industry, unions, healthcare institutions, government, and other noncollegiate settings. Current developments, innovative practices, and issues.
Prerequisite: ORLD 4050, ORLD 4051, or ORLD 4053. Advanced seminar in theory development through a synthesis of the writings of selected philosophers, social scientists, and educators. History and transformation of adult education philosophy and theory; cultural, social and political contexts of theory-building; critical analysis of the main schools of thought; discussion of new challenges to adult learning and education theory (social learning, organizational learning).
This course is designed to help students understand and cope with the many issues involved in developing organizational learning programs and integrating an important component: technology. The course aims at providing a combination of research case studies together with the existing theories on organizational learning in the workplace. This course responds to the existing theories on organizational learning in the workplace, as well as the complex and various dilemmas faced by human resource managers and corporate executives regarding how to actually deal with the impact of technology on employee learning and management. The objectives of this course are presented in four integrated competency units: first, the ways in which IT has revolutionized learning in organizations; second, the alternative ways technology can be used to support distance learning; third, technology as it supports knowledge management; and, fourth, how technology changes organizational functioning and management.
This course describes theory and practice in creating learning organizations. In-depth attention is given to action science as a framework for organizational learning and consulting. Readings and case studies provide insight into learning at individual, group, and organizational levels. Consulting, coaching, formal and informal learning are emphasized.
A comprehensive view of the field of human resource development. The emphasis is on how HRD relates to a changing workplace and how emerging theories of strategic and performance management relate to the learning and development needs of people and organizations. Prerequisite: ORLD 5055 or ORLJ 5003 (Organizational Psychology students), or instructor permission.
In this course we will explore online teaching and learning within adult education, higher education, community colleges, and organizations (corporate, non-profit); new theories, research, and applications that inform best practices in online learning; and “participative culture” vis-à-vis communities of learning, the history and evolution of online learning, and planning and designing an online course.
Supporting adult development enhances adults’ internal capacities, which in turn enables them to manage better the complexities of leading, teaching, learning and living. This course seeks to help leaders—of all kinds—support adult growth within organizations. To support adult growth, leaders need to implement practices in service to adults’ professional and personal development. This is especially important given the complexities of the adaptive challenges we face in the course of leading, learning and working today. In this course we will explore an expanded notion of leadership that includes adult development. We will study research on adult developmental theories and their connections to practices that facilitate adults’ transformational learning (i.e. learning that helps adults develop greater cognitive and affective capacities to better manage the complexities of leadership, work and life). We will consider questions such as: How can we create organizations and systems that support adults’ transformational learning? What practices support adult development? What developmental principles inform these practices? How can we support leadership development in the workplace? What supports and conditions are necessary and needed?
Professor Marsick and Dr. O'Neil. What is action learning? Organizations increasingly build learning directly into work—as a part of the way that people get and use new ideas, solve problems and meet difficult challenges. Action learning is a popular strategy for leadership development that does just that. In this approach, people learn as they work together in small groups to ask questions about their challenges, try out new solutions, and rethink results in light of the data they collect. Sometimes this results in organizational learning and change. This course is an experiential learning laboratory that will help participants begin to develop a framework and skills for designing and coaching action learning programs.
Social Entrepreneurship can be simply defined as the application of the mindset, processes, tools, and techniques of business entrepreneurship to the pursuit of a social and/or environmental mission. Social entrepreneurship brings to bear the passion, ingenuity, innovativeness, perseverance, planning bootstrapping abilities, and focus on growth characteristic of business entrepreneurs on the work of meeting our society’s most pressing challenges. Incorporated into each class will be implications for how entrepreneurs learn (entrepreneurial learning theory) through practice. The course will concurrently address the necessary skills needed to start a social enterprise including how to develop a business plan with a social/societal benefitting focus. Students will develop a comprehensive business plan for a social enterprise throughout the semester.
Students will read and discuss theory and research on organizational learning for knowledge/expertise creation and sharing; and review, design, or conduct research in schools, businesses, or not-for-profit organizations.
In this workshop, participants examine major figures in the critical theory tradition. The implications of the ideas of notable individuals such as Marcuse, Fromm and Foucault are considered as they relate to adult learning and the practice of adult education.
Leveraging Emotional Intelligence (EQ) to Enhance Organizational Effectiveness will explore research, best practices, and future directions. Students will learn to select among popular EQ assessment and measurement tools, distinguish between cognitive learning and emotional learning strategies, effectively position the business case for EQ, and evaluate the effectiveness of EQ learning strategies. Participants will receive personal profiles based on three popular EQ assessments and applied insights to leadership development strategies including executive coaching.
The Workplace Learning Institute. Building Productive Relationships with Social Intelligence (SQ) describes the components of the emerging emotional economy and why its important to organizational performance, expand EQ capability by amplifying social intelligent components, examine the social neuroscience behind the dynamics of productive relationships, combine non-verbal agility to expand empathic accuracy for improved communication, and develop foundational human interaction skills to enhance relationships. Participants will examine the results of 2 assessments: (1) NBI (Thinking Style) and (2) Team Roles Inventory with a focus on devising small group and team development interventions.
The Workplace Learning Institute. Building 21st Century Organizational Capability with Cultural Intelligence (CQ) students will learn a strategic learning and leadership framework used to guide cultural diversity interventions in organizations, examine the theoretical and philosophical foundations associated with evidence-based cultural diversity strategies, explore a set of core practices informed by important leadership questions, experiment with sample tools designed to launch strategic cultural diversity processes, apply strategic diversity learning and change process to personal project to integrate key learning. Participants will examine how three assessments (i.e., Culture in the Workplace Questionnaire, CQ Assessment, and Bennett's Intercultural Development Inventory) can be used to inform the design and implementation of various learning strategies focused on building a leveraging diversity capacity in the workplace.
Permission required. Conduct research studies (not a part of a doctoral dissertation) under guidance. Focus on a particular institution or type of institution, e.g., college of liberal arts, professional school, community college.
This highly interactive seminar offers an opportunity for participants to challenge conventional approaches to strategy by focusing on how successful strategists learn to think strategically — the learning aspect of strategic thinking will be emphasized. As organizational leaders, the seminar participants will be encouraged to critically assess their own and their organizations’ strategy development habits. Accordingly, participants will be working with their own current strategy cases in order to expand the breadth and depth of their strategic thinking baseline. This seminar provides a thorough grounding in the foundation and underlying concepts of strategic thinking. Based on a critical reflective process-oriented design, this course content explores the genesis of strategic thinking, its value to an organization, and includes extensive practice and intensive reflection as learning methods.
Permission of instructor required.
Permission required. Students should have completed most or all coursework (including research methods courses) and have passed the certification examination. The course is intended for students who have identified a reasonably narrow area for research and have already completed a preliminary literature review. The course will assist the student in design, methods, and other matters of concern in the preparation of an acceptable dissertation proposal.
Permission required. All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.