23 courses with the subject ADLC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
ADLC 6005Rethinking Experience & Learning in Adulthood3
Course readings and assignments bring students' experiential learning and professional practice into dialogue with academic and scholarly approaches to adult education. Students engage with theories of experiential learning, explore the multiple social locations within which adult education is practiced, and analyze debates concerning the relationship between experiential and formal learning. Students read broadly in the field, hone graduate level skills of academic and digital literacy, and work via cohort learning.
Grounded in theoretical underpinnings of learning and development, students acquire an understanding of the principles and theories of effective design, pedagogy, and curriculum for face-to-face, technology mediated and blended learning environments. Student’s projects within the course are based on individual goals and will focus on various pedagogical approaches and learning design methodologies, with multiple opportunities to investigate a range of information and communication technologies.
ADLC 6020Approaches to Critical Inquiry & Research3
3 Credits 6 3 Spring 6 ADLC 7010 Project Design 3 Choose one (3cr): 3 PPOL 6035 Advocacy in State & Community-level Government 3 3 or PPOL 6070 or Race Class & Gender in U.S. Public Policy 6 Credits 6
The goal of this elective is to learn about and critically examine various ideas and arguments about "learning as transformation," that is, about one powerful educational outcome: change. The study will have three basic components. The first will focus on theories of transformational learning as set out in the work of educators such as Mezirow, Freire and Hooks. The second will critically examine various efforts to apply these theories to an array of sites of educational practice. And in the third component, students will be asked to use what they have learned about the possibilities, challenges and drawbacks to learning-as-transformation to explore a topic/question/problem relevant to their ongoing work. At the heart of this elective will be a basic question: What are the ripple effects of suggesting that adult learning is intimately tied to change?
ADLC 6050Learning Theory & Practice in Adult Education3
This course explores established and emergent theories about learning in greater depth. This will include analysis of learning theories and critiques and also applications of theory to practices in teaching or learner support services. This course will examine learning theory as applied in face to face or technology mediated environments.
This course examines the specific body of knowledge that relates to organization development and change such as an historical perspective, theoretical foundations, models and areas of practice (application), its purpose and specific issues or challenges related to the function of those practicing in the field, with an emphasis on the role of adult learning. Specifically, students will study an overview of organization development and change; process of organization development; human process, techno-structural and human resource management interventions; and the future direction of organization development.
ADLC 6060Philosophical Foundations of Adult Learning3
This course will reflect on the ways in which practitioners think about t their practice as being part of a larger philosophy. Students will look at six major schools of philosophy in the adult education field and place them in a context of their own site of practice, reflecting upon the origins and reasons behind the way they do things, and also to bring some clarity and purpose to their everyday activities. Students will identify aspects of their practice which are situated in various schools and the implications and worldviews undergirding these schools. This course is intended to support students understanding the different philosophical schools of adult learning and find their place within them. Students should begin to connect adult education philosophies to broader intellectual movements and situate themselves within those. Last Generated 2:01 pm 05/26/26
ADLC 6065Racialized Narrative and Adult Education3
This course will support students in exploring the relationship between critical race theory and adult education. A key focus of this course is to understand CRT as a theoretical framework, to examine its utility, and consider its potential for student researcher and practice. In addition, the course examines the ways race and education have been constructed in the United States and interrogate questions of color-blindness. The course will examine educational inequalities, as framed through this theory, in the interest of building more just frameworks that uncover oppressive educational practices and philosophies.
This course explores the unique role of the community college in serving adult learners. Students examine these complex institutions, their role and contributions in the community and in serving adult learners. Students consider the resources required to serve the wide range of students who enroll in community college. The course will consider issues of administration, faculty, instruction and student services- including information technology support.
Critical Approaches to Adult Learning is designed to familiarize students with a wide range of contemporary theories of adult learning. Moving beyond the conventional theories that have characterized the field of adult learning, the course focuses on the following topics: the relevance for adult learning of theorists such as Jurgen Habermas and Michel Foucault; feminist approaches to experience and knowledge; and the critique of neoliberalism in adult learning. This course will be of value to students who wish to deepen their theoretical understanding of adult learning and who wish to explore the relevance of contemporary theory to the field. Following a series of discussions and papers on each of the above topics, students will have the opportunity to do further research on a specific topic of their choice.
Human Resource Development (HRD) is comprised of planned, structured, institutionally sponsored initiatives designed to facilitate individual, group and organizational learning and growth. These initiatives include skills training, career development, leadership development, and organizational development. Students will learn about each one of these aspects of HRD, and they will learn how these aspects interrelate to form an HRD strategy. This course takes both a practical stance, as well as a critical stance. This means that students will come away from the course with the ability to article the meaning, purpose, and activities of HRD. Students learn about the history of the field, key theorists and debates in the field, contemporary issues and and they will be able to identify HRD initiatives within their own professional experiences in order to connect theory with application. Last Generated 2:01 pm 05/26/26
Mentoring will be explored as it is used in various practice areas of adult education. This study will explore some of the ways in which mentoring has been defined, described, used and critically evaluated. Distinctive Mentoring approaches in practice will be shared, analyzed and/or promoted as an approach for adult learners in different learning environments.
Students have the opportunity to work with advisors to set-up a practicum in a work setting of his or her choice, including areas such as college teaching assistants, student services, training and development areas, adult basic education settings. Planning must begin at least one term in advance with the advisor.
The content of this course will vary by term and section. Students may repeat this course for credit as long as the topic differs. Please refer to the Term Guide for course topic offerings.
This course is designed to guide students through the development of a capstone project. The final project is completed over a period of two terms, with the final project capstone proposal developed in one term and the development of the activity in the second. This course deals with the development of a final project capstone proposal for capstone project, which could be a professional project, practicum or a position paper. It assumes ability to identify and locate literature in the field, along with familiarity with research methods and theoretical approaches to inquiry.
This is the capstone course in the MA Adult Education program. It is designed to guide students through the capstone project that was developed in Project Design. The final project is completed over a period of two terms, with the final project proposal developed in Project Design. The implementation of the proposal takes place in this course. Registration must be completed through your program mentor. Final Project cannot be taken concurrently with Project Design. Prerequisites: ADLC 6005, ADLC 6010 and ADLC 6015 , ADLC 6020 and ADLC 7010 .
