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ADED 5260
Issues in Race Class and Gender
Instructor Aagard, Steven
Course Description: This class is designed to help participants examine the current issues and debates in the literature
of race, class, and gender from theoretical and practical perspectives. Related areas of ethnicity, national origin, sexual
orientation, language, physical appearance, body size, and other constructs of difference will also be addressed.
As a hispanic female, there was no class that I was more interested in on a personal level within this program. While this
course did cover several issues that I was already familiar with, I was interested and motivated throughout the entire course.
Dr. Steven Aagard did a great job of paving the way for the students in this course. As these are some very controversial
issues, there were some times that I thought things could get messy. This was one of the courses I took within my first semester
of the program, which probably explains my apprehension to discuss these types of issues over a threaded online discussion.
It went fine though.
We had several assignments that seemed to kind of just break the ice. We did an annotated bibliography on the topic.
While this seems like an effortless task, this was my first time doing it. I appreciated being able to work my way into this.
Within this assignment I focused on issues such as creative and critical perspectives by feminists of color, female genital
mutilation, national parliaments that had some focus on women's suffrage, and I threw in an odd one: people who live in mountain
and highland regions around the world.
We were also asked to do a critique of a popular movie that deals with such issues. I chose to critique "Apocalypto."
I felt that this movie was appropriate considering cultures of the past being used as a looking glass into our own lives today.
I must comment on the fact that this document can be found under the "Evidence" tab on the home page. It amazes
me how much I have improved on my writing skills and content.
We also came up with our own cultural biography. As a child of a mixed relationship, I was a little apprehensive about
this; however, I did it of course. I faced so many issues in both race and class in the early nineties that I felt like I
related to this topic on a deeper level than most of my classmates. This document can also be found under "Evidence"
on the home tab.
Rather than recite all of the main areas of this course, I am choosing to focus on the assignments as they were so impactfull.
The idea of racial profiling, although much less than the Rodney King days, is still ever so alive. I have another document
under the "Evidence" tab on the home page that expolores the depths of racial profiling.
Ultimately, I have become more cognitively aware of oppressed groups, other than my own. I have realized that it is
ok to become concerned with other people's liberation issues. I am more likely to try and assume that I am wanted as an ally
rather than assuming that I am automatically going to be excluded. I have also learned that while I may be educated in my
cultural or racial area, there is much to learn from others. One big point is that I do not need to convince people that
"I am on their side" but rather that I am just there if I am needed. Lastly, regardless of race, class, gender,
sexual orientation etc., I will treat others as unique individuals.
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ADED 5020
Survey of Adult Education
Instructor Sun, Qi
Course Description: This course is designed as an introduction to the field of adult education. Its focus is the general
knowledge base upon which the practice of adult education rests; for example, history and philosophy, adult learning and development,
agencies and programs, and problems and issues.
This course is "hands down" the course that started me on my way to learning the most about adult education. We
discussed seven philosophical foundations of adult education. These included: liberal, progressive, behaviorist, humanistic,
radical and critical, analytic and postmodernism. What I must say is "whoa, what a very important course."
During this course we took a little look into the history of adult and continuing education. During this portion of the
course we discussed the dominant cultures during the sixteenth and seventeenth centuries, covered the place of literacy within
the seventeenth century and how a new concept of education transpired into independence and expansion. We also covered the
idea of adult education in repression, normalcy and depression times of the United States.
A very interesting portion of this course was when we were reading on a confucian perspective on the practice of contemporary
education. For a man who lived in the times of 551 B.C.E., some of his innovations still hold for the Chinese civilization.
Some of these: (1)the creation of the role of the private teacher and the idea and practice of lifelong learning; (2) the
creation and establishment of the content of education, its methods and the ideals; (3) the broad application of liberal arts
learning; and (4) the acceptance of students of all social backgrounds, with clearly established principles for doing so.
The base for which this system of thought is held, is rather impressive. It seemed as though the focal point was on the
human and the moral dimension. One main point I learned from this perspective is the great accountability one has or should
have within themself. I guess the best way to put this is "live by what you teach." While this caused me some
discomfort because I see many people that do not do this, I agree with the principle.
Another component of this course was for the students to start exploring their own philosophical orientation. This was
a very meaningfull component. During this time we covered some different philosophical categories. We were taught to consider
a few components while covering these categories as well. The first component was metaphysics (the science of being as being;
the science of first principles and the causes of things)which included ontology and cosmology. The second component was
epistemology (the subdivision of philosophy dealing with the possibility and methods of gaining valid knowledge and with its
origin, nature and limits. The third component was axiology (the general theory of value and the investigation of realms
of value, such as ethics, aesthetics, etc. The philosophical categories included: realism, idealism, existentialism, and
pragmatism.
I ended up writing a paper on adult education in relation to civil society and reaching disparate populations. This can
also be found under the "Evidence" tab on the home page. Again, such an informative course and a great entry into
the field.
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ADED 5490
Directed Professional Study
Instructor Day, Michael
Course Description: This course is similar to ADED 5880 and provides additional opportunity for students to pursue advanced
degree work through independent research. Projects are done under the direction of a graduate faculty member.
As the last course I am taking other than the Capstone course in my last semester, in my opinion, this course has proven to
be one of the most important of them all. I have often wondered why I did not take something of this nature early on;however,
I feel as though I can appreciate and retain the reading and information on a much deeper level now that I am not preoccupied
with course requirements.
This course was only a one credit course with three main requirements. The first was to read "The Meaning of Ault
Education" by Eduard C. Lindeman. The second was to read through the HyperCard stack 2.1 that was created by Dr. Michael
Day. This HyperCard stack was converted into a pdf format and I called it "the manual" after that. This manual
is a very thorough compilation of the movement for adult eduction in the United States. The beginning of the movement, key
players and timeline thereafter are all included. The third component was to write a paper on all that I had retained out
of this information.
First and foremost, I feel that Lindeman must be one of the most interesting authors I have ever read. I am not sure
if it is the way that he incorporates personal meaning with concept or just that I agree with his perspectives. This book
provided me the opportunity to think about such important questions. I have considered why a student's life experience is
such an important element in adult education? Also, the idea of intelligence is so foggy to some. Lindeman helps to structure
the importance of certain criteria that needs to be met. This includes the need for intelligence to be reasonable, objective,
critical and tentative. Lindeman does a fantastic job of supporting his idea that knowledge happens to be one of the chief
aspects of power. The difference in motive for gaining education becomes so important in this context.
Another important aspect that Lindeman covers is the role of the schools and universities. If the function of freedom
is to create as Lindeman suggests, does our modern day school system foster this? Perhaps the idea of testing has made it
nearly impossible for these instructors to follow through with this idea. Lindeman also regards experience as a source for
knowledge. While many view edcation as a process of growth, it seems as though the "paper work" has stopped the
true potential of students.
The "manual" was such an amazing piece of this whole puzzle for me. First of all, I actually could put timeframes
and faces to the idea behind the adult educational movement. I was impressed by all of the passionate people behind this
movement as well. My conclusion of this course can be found under the "Evidence" tab on the home page and is titled,
"A Glimpse at the Beginning of the Adult Education Movement."
ITEC 5070
Trnds in Ethical,Legal and Social Issues
Instructor Nabb, Lee
Course Description: The purpose of this course is to provide reading, discussion, research and the opportunity to critically
appraise potential methods, software, and hardware in the field of educational communications and technology.
Such an important course in the realm of education in general. Not only are the definitions of ethics, morals, virture and
quality discussed but the core foundation of ethical practice is thoroughly covered. Ethics, being about doing the right
thing is a very complex topic. Ethics vary from person to person, culture to culture and even family to family. While three
types of ethics are covered: descriptive - way people live, meta - formal study of, and normative - ideas and judgments, there
are so many other obstacles in decision making.
Three papers that I have decided to post under the "Evidence" tab on the home page are in relation to this topic.
The first is a final paper that I wrote on the measurement of ethics in adult education. The second is just a simple paper
written in appreciation of legality itself. Lastly, I have provided a paper written on my personal code of ethics, which
was entirely derived from concepts incorporated within the content provided in this course.
The dimensions of ethical practice include the core- personal value system, multiple responsibilities and operationalization
of values. When considering these factors, where does one turn to find answers in responding to an ethical dilema? Three
components were offered in this course to aide in that endeavor. These are 1. personal values, 2. awareness of where obligations
lie, and 3. understanding of responses to a dilemma and the corresponding consequences of each.
An EDM Model (Ethical Decision Making)is offered to help organize ones thoughts and strategies to an ethical dilemma.
This ethical model does help to prevent a spur of the moment decision that lacks ethical considerations. The three most
frequently cited ethical dilemmas are 1. confidentiality, 2. instruction material ownership, and 3. employment practices.
Also sample codes of ethics were provided to draw upon in real life situations.
This course also touched base on copyright law and infringement. This brought me to an entirely different mind set when
composing papers. There are so many different laws relating to protected and protectable works that every student, post high
school, should know.
Lastly, the course covered the idea of class in relation to ethics. It is apparent that social class does play a key
role in education and that dominant theories seem to express and help reproduce a class bias. Another great point was that
two technologies exist side by side in todays society. These are the authoritarian-system centered, immensely powerful, but
inherently unstable and the other is democratic-relatively weak but resourceful and durable. It made a great deal of sense
to me that technological change can actually increase boredom and alienation in the workplace as well. A great summary for
this topic is that the individual agent is an active , skilled decision maker that is situated within such a vast and broad
tool-mediated, political-economic and historically specific activity system.
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ITEC 5550
Theory of Change
Instructor Aagard, Steven
Course Description: Students will explore the literature and research base within the theories, models, and processes
of change, the diffusion of innovations, and the human side of educational reform. Learners explore practical applications
of theoretical and research findings to behavioral change, diffusion of innovations, and principles and practices of planned
change.
Another very very interesting course. This course provided the basis for understanding the actual study of change and diffusion.
These aspects of change and diffusion really applied to my personal profession more than I had originally thought. It was
so impactfull to learn the different elements of diffusion. These being the innovation itself, the communication channels
used and the time frame to work within. The sample cases provided also added real life perspectives to relate to.
Throughout the innovation-decision process we are dealt with the knowledge stage, the persuasion stage, the decision stage
and the implementation stage. The knowledge stage really focuses on the ideas of needs awareness or assessments of an innovation.
This area covers the level of awareness that that knowers of the innovation are at as well. The persuasion stage really
takes a look into all of the components needed to persuade the "target population." These components include change
agents, targeting, messaging and taking the individuals attitudes or beliefs into account. The decision stage is either the
adoption or rejection of the innovation. Consequences to adoption are very important and it is suggested that a temporary
or partial basis for trying the innovation out is best. It is made known that the rejection part of the process can happen
at any and all stages of the diffusion of an innovation. The implementation stage is when the innovation has already been
adopted and is actually put to use.
Within the parameters of my profession, this diffusion of innovations theory most definitely applies. We are tasked with
the difficulty of trying to educate the community on the negatives of substance abuse (tobacco, alcohol and other drugs).
Then, we are tasked with the job of creating social norms change and ultimately supporting legislation is passed. While
in this course, I have learned a great deal about the process of change, more specifically social norms change. There are
so many different components involved and the "people" seem to be the most important. While the decision makers
matter, it is truly the "people" that have to be sold on the idea.
While early adopters may not be the focus and laggards may be a possible pointless cause, it is truly the middle ground
that we must focus on. We must also "always" take into account the people that such innovations will affect. Within
this component is also the importance of weighing all possible side effects or consequences of change as well. For it is better
to go through a process and even reinvent or redo than to force something unthought through and suffer terrible consequence.
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