EDU525
Preview: EDU525 : Perspectives of Adult Education
Course Guide
Prerequisites
Course Description
Instructional Materials
Examines adult education from historical perspectives, including social, economic, regulatory, and
technological developments that have shaped adult education. Students examine distance
education, online education, and other modes of adult education.
Required Resources
Michael P. Auerbach. 2018. Adult Education Programs. Adult
Education
Programs
--
Research
Starters
Education,
pp. 1–1. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=31962564&site=eds-
live&scope=site
Jonathan I. Compton. 2006. Adult Learners in Transition. New
Directions
For
Student
Services,
vol. 2006, no. 114, pp. 73–80. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=22456071&site=eds-
live&scope=site
Sandra Myers. 2018. Lifelong Learning.
Lifelong
Learning
--
Research
Starters
Education, pp. 1–
1. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=27577802&site=eds-live&scope=site
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Big Think. March 21, 2014. Bill Clinton on Lifelong Learning. https://www.youtube.com/watch?
v=L_nUOfaWEC4
Purdue University: OWL. No date. In-Text Citations: The Basics.
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_t
ext_citations_the_basics.html
Marlene Clapp. 2018. Community College Education. Community
College
Education
--
Research
Starters
Education, pp. 1–1.
http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=27577905&site=eds-
live&scope=site
Marlene Clapp. 2018. Virtual Universities. Virtual
Universities
--
Research
Starters
Education, pp.
1–1.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=27577947&site=eds-live&scope=site
Sandra Myers. 2018. Career Transition Education Resources. Career
Transition
Education
Resources
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=27577901&site=eds-
live&scope=site
Sinclair Nicholas. 2018. Nontraditional Older Students. Nontraditional
Older
Students
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=31962638&site=eds-
live&scope=site
American Institutes for Research. September 11, 2012. The Adult Learner
Story. https://www.youtube.com/watch?v=OqKvlf5HpzA
Jennifer Bouchard. 2018. Transformative Learning. Transformative
Learning
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=31962676&site=eds-live&scope=site
Sharan B. Merriam. 2001. Andragogy and Self-Directed Learning: Pillars of Adult Learning
Theory. New
Directions
For
Adult
&
Continuing
Education, vol. 2001, no. 89, pp.
3. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=9178913&site=eds-live&scope=site
Ioana Stoica. 2018. Adult Learning Theory. Adult
Learning
Theory
--
Research
Starters
Education, pp. 1–5.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=31962565&site=eds-live&scope=site
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Norman Weinstein. 2018. Experiential Learning. Experiential
Learning
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=27577767&site=eds-live&scope=site
Janet Finley. May 17, 2010. Andragogy (Adult Learning). https://www.youtube.com/watch?
v=vLoPiHUZbEw
Ashley L. Cohen. 2018. Title IX. Title
IX
--
Research
Starters
Education, pp. 1–
1. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=28544245&site=eds-live&scope=site
Matt Donnelly. 2018. The G. I. Bill & American Education. G.I.
Bill
&
American
Education
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=31962609&site=eds-
live&scope=site
Barbara Hornick-Lockard. 2018. Education of Women in the U.S. Education
of
Women
in
the
U.S.
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=31962590&site=eds-
live&scope=site
Henry L. Chambers, Jr. 2008. Civil Rights Act of 1964 [PDF].
https://scholarship.richmond.edu/cgi/viewcontent.cgi?article=1929&context=law-faculty-
publications
Juan Williams. 2004. The 1964 Civil Rights Act. Human
Rights,
vol.
31, no. 3, pp. 6–
8. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edb&AN=14242808&site=eds-live&scope=site
Lisa Marie Blaschke. 2012. Heutagogy and Lifelong Learning: A Review of Heutagogical Practice
and Self-Determined Learning. International
Review
of
Research
in
Open
&
Distance
Learning,
vol. 13, no. 1, pp. 56–71. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=71275487&site=eds-
live&scope=site
Jean Sheridan. 2007. Lifelong Learning in a Postmodern Age: Looking Back to the Future
Through the Lens of Adult Education. LLI
Review, vol. 2, pp. 4–16. https://search-ebscohost-
com.libdatab.strayer.edu/login.aspx?direct=true&db=e0h&AN=27448834&site=ehost-
live&scope=site
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Elayne Clift. 2009. I'll Never Do It Again. Chronicle
of
Higher
Education,
vol. 55,
no. 38, pp. A33–
A34. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=42531490&site=eds-live&scope=site
Ashley L. Cohen. 2018. GED Programs. GED
Programs
--
Research
Starters
Education, pp. 1–
1.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=28544171&site=eds-live&scope=site
R. D. Merritt. 2018. Volunteer Teaching Opportunities. Volunteer
Teaching
Opportunities
--
Research
Starters
Education, pp. 1–1.
http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=28544253&site=eds-
live&scope=site
Sandra Myers. 2018. Industrial & Work-Based Education. Industrial
&
Work-Based
Education
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=28544179&site=eds-
live&scope=site
Sandy Cutshall. 2002. One Teacher's First Year in an Adult ESL Classroom. Techniques:
Connecting
Education
&
Careers, vol. 77, no. 1, pp. 30. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=5805342&site=eds-
live&scope=site
Pamela Tolbert-Bynum. 2018. Adult Literacy Programs. Adult
Literacy
Programs
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=27577752&site=eds-
live&scope=site
Sheila M. Bartle. 2018. Andragogy. Andragogy
--
Research
Starters
Education, pp. 1–
1. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=25885058&site=eds-live&scope=site
Greta G. Freeman. 2013. You Can Lead Students to the Classroom, and You Can Make Them
Think: Ten Brain-Based Strategies for College Teaching and Learning Success. Journal
on
Excellence
in
College
Teaching, vol. 24, no. 3, pp. 99–120. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90316252&site=eds-
live&scope=site
Karen A. Kallio. 2018. Instructional Design. Instructional
Design, pp. 1–
1. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=31962622&site=eds-live&scope=site
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Jennifer Kretchmar. 2018. Problem-Based Learning. Problem-Based
Learning
--
Research
Starters
Education, pp. 1–1. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=27577635&site=eds-
live&scope=site
John Loeser. 2018. Instructional Modeling. Instructional
Modeling
--
Research
Starters
Education,
pp. 1–1.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=27577777&site=eds-live&scope=site
TexasTides. May 5, 2008. Scaffolding as a Teaching Strategy. https://www.youtube.com/watch?
v=Se6a9Q_37t4
Njh6586. October 1, 2008. Sample Demonstration Lesson - Part
1. https://www.youtube.com/watch?v=p7ecMHI3Iuk
FlinnScientific. December 20, 2012. Safety Demonstrations. https://www.youtube.com/watch?
v=GFywADBuCVE
Hamedthelord. August 30, 2009. Teaching With Style; Mechanical Energy
Conservation. https://www.youtube.com/watch?v=mhIOylZMg6Q
Chris Biffle. March 4, 2008. Whole Brain Teaching: The Basics. https://www.youtube.com/watch?
v=eBeWEgvGm2Y
Marlene Clapp. 2018. Affirmative Action in Higher Education. Affirmative
Action
in
Higher
Education
--
Research
Starters
Education, pp. 1–1.
http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=28544131&site=eds-
live&scope=site
Marie Gould. 2018. Faculty/Staff Diversity. Faculty
/
Staff
Diversity
--
Research
Starters
Education, pp. 1–1.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=28544165&site=eds-live&scope=site
Nicolas W. Hillman. 2013. Economic Diversity in Elite Higher Education: Do No-Loan Programs
Impact Pell Enrollments? Journal
of
Higher
Education, vol. 84, no. 6, pp. 806–
831.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=91702608&site=eds-live&scope=site
Kerri Phillips. 2018. Non-Traditional Minority Students. Non-Traditional
Minority
Students
--
Research
Starters
Education, pp. 1–1.
http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=31962637&site=eds-
live&scope=site
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Lucinda Roy. 2013. Faculty Diversity: We Still Have a Lot to Learn. Chronicle
of
Higher
Education,
vol. 60, no. 12, pp. A72–A72.
http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=92043239&site=eds-
live&scope=site
Peter Schmidt. 2003. Excluding Some Races From Programs? Expect a Letter From a Lawyer.
Chronicle
of
Higher
Education, vol. 49, no. 26, pp. A22.
http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=9362457&site=eds-
live&scope=site
National Center for Public Policy Research. March 29, 2013. Affirmative Action "Creates More
Racial Injustice".
https://youtu.be/TquKLF0sT54
Deborah Kilgore. 2004. The Medium is the Message: Online Technology and Knowledge
Construction in Adult Graduate Education. Adult
Learning, vol. 15, no. 3/4, pp. 12–
15.
https://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=29363627&site=eds-live&scope=site
Maureen McMahon. 2018. E-Learning in Higher Education. E-Learning
Programs
in
Higher
Education
--
Research
Starters
Education, pp. 1–1.
http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=47669144&site=eds-
live&scope=site
Maureen McMahon. 2018. Integrated Learning Systems. Integrated
Learning
Systems
-
-
Research
Starters
Education, pp. 1–1.
http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=29964453&site=eds-
live&scope=site
Noelle Vance. 2018. Web 2.0 in the Schools. Web
2.0
In
The
Schools
--
Research
Starters
Education, pp. 1–6. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=e0h&AN=45827561&site=eds-live&scope=site
Branka Marceta. May 26, 2009. Ways to Integrate Technology Into
ABE. https://www.youtube.com/watch?v=TNSoZKZ_BhE
UCLA Extension. April 19, 2013. Tech-Challenged Seniors Learn to Connect With Osher Lifelong
Learning. www.youtube.com/watch?v=MQAhm-ru4r4
Wired. No date. https://www.wired.com/
Educause. No date. https://www.educause.edu/
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Course Learning Outcomes
MIT Technology Review. No date. https://www.technologyreview.com/
Microsoft: Research. No date. https://research.microsoft.com/en-us/
IBM Research. No date. http://research.ibm.com/
Google Research. No date. https://research.google.com/
Hart Research Associates. 2013. It Takes More Than a Major Employer Priorities for College
Learning and Student Success.
Liberal
Education, vol. 99, no. 2, pp. 22–
29
. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=eue&AN=93465860&site=eds-live&scope=site
Mona Mourshed. 2013. Education to Employment: Designing a System That Works [PDF].
McKinsey & Company. https://www.mckinsey.com/industries/public-and-social-sector/our-
insights/education-to-employment-designing-a-system-that-works
USCCF Education and Workforce. October 15, 2012. The Business Community Discusses the
Effects of the Skills Gap. https://www.youtube.com/watch?v=OEMlDdfAidU&feature=youtu.be
Skills for Chicagoland’s Future. February 21, 2013. Program Aims to Close the Skills Gap, Help
People Find Jobs. https://www.youtube.com/watch?v=S-1nhVoGTbM&feature=youtu.be
Mary Birch. 1999. Black and White and Shades of Gray: A Portrait of the Ethical Professor. Ethics
&
Behavior, vol. 9, no. 3, pp. 243. http:// libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=3342045&site=eds-
live&scope=site
Ann Dzuranin. 2013. Building Ethical Leaders: A Way to Integrate and Assess Ethics Education.
Journal
of
Business
Ethics, vol. 115, no. 1, pp. 101–114. http://libdatab.strayer.edu/login?
url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=88367992&site=eds-
live&scope=site
ATD. August 6, 2007. ASTD - American Society for Training &
Development. https://www.youtube.com/watch?v=4VHw_R_kZbg
Training Industry. September 26, 2016. Training Industry Associations.
https://trainingindustry.com/wiki/performance-management/training-industry-associations/
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Weekly Course Schedule
Week 1 - To Do List
Learn: Read the articles provided.
Learn: Watch the video, Bill Clinton on Lifelong Learning.
Prepare: Review the materials to prepare for research and the Genius Navigator Quiz in Week 2.
Prepare: Review the guidance provided in Netiquette 101.
Discuss: Introduce yourself and complete the discussion, Adult Education, Training, and Lifelong
Learning.
Week 2 - To Do List
Learn: Read the articles provided.
Review a scholarly journal article in the field of adult education.
1
Assess an instructional session associated with adult learners.
2
Analyze the use of MOOCs for adult learning.
3
Reflect on changes in personal understanding of adult education concepts.
4
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Week 2 - To Do List
Learn: Watch the video, The Adult Learner Story.
Discuss: Complete the discussion, Nontraditional Students.
Quiz: Complete the Genius Navigator Quiz.
Week 3 - To Do List
Learn: Read the articles provided.
Learn: Watch the video, Andragogy (Adult Learning).
Discuss: Complete the discussion, Adult Learning Theories.
Week 4 - To Do List
Learn: Read the articles provided.
Discuss: Complete the discussion, Access to Lifelong Learning.
Assignment: Complete the assignment, Journal Article Review.
Week 5 - To Do List
Learn: Read the articles provided.
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Week 5 - To Do List
Discuss: Complete the discussion, Programs, Services, and Activities.
Week 6 - To Do List
Learn: Read the articles provided.
Discuss: Complete the discussion, Theories and Practice of Teaching Adults.
Assignment: Complete the assignment, Observing and Evaluating Teaching Practices.
Week 7 - To Do List
Learn: Read the articles provided.
Learn: Watch the video, Affirmative Action "Creates More Racial Injustice."
Discuss: Complete the discussion, Diversity and Inclusion.
Week 8 - To Do List
Learn: Read the articles provided.
Learn: Watch the videos provided.
Discuss: Complete the discussion, Impact of Technology on Adult Learning Programs.
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Week 8 - To Do List
Assignment: Complete the assignment, Got MOOC?
Week 9 - To Do List
Learn: Read the articles provided.
Learn: Watch the videos provided.
Discuss: Complete the discussion, Seeking Qualified Candidates.
Week 10 - To Do List
Learn: Read the articles provided.
Learn: Watch the video, ASTD - American Society for Training & Development.
Discuss: Complete the discussion, Adult Education as a Profession.
Assignment: Complete the assignment, Reflections and Lessons Learned.
Week 11 - To Do List
Discuss: Complete the discussion, Key Concepts and Plans for the Future.
Grading Scale
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Participation Total Points % of GradeParticipation Total Points % of Grade
Discussion Participation 220 22%
Assignment Total Points % of Grade
Week 2 Quiz - Genius Navigator Quiz 10 1%
Week 4 Assignment - Journal Article Review 180 18%
Week 6 Assignment - Observing and Evaluating Teaching
Practices
205 20.5%
Week 8 Assignment - Got MOOC? 180 18%
Week 10 Assignment - Reflections and Lessons Learned 205 20.5%
Totals 1000 100%
Final Course Grade
Points Percentage Grade
900 - 1000 90% - 100% A
800 - 899 80% - 89% B
700 - 799 70% - 79% C
0 - 699 69% and below F
Unique Course Features
Grading Scale Notation
Please consult the University Catalog and your academic advisor to determine the final grade
needed in this class to satisfy your specific degree conferral requirements.
Assignments
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Week 4 Assignment - Journal Article Review
Summary
Click the linked activity title for the assignment.
Text
Overview
Each student is expected to complete an article review associated with the field of adult
education, training, and lifelong learning.
Resources
Select one of the following scholarly journal articles to review:
Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined
Learning.
Adult Learners in Transition.
Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory.
Lifelong Learning in a Postmodern Age: Looking Back to the Future Through the Lens of
Adult Education.
Instructions
Write a 3–5 page review of the selected article in which you include the following items.
Note: Make each numbered item a heading in your review.
1. List the name of the article you selected and why you selected the article.
2. Summarize both the content of the article and the writer(s)' conclusion and recommendation(s).
3. Evaluate how the article contributes to your understanding of adult education, training,
and lifelong learning.
4. Provide one example of a new idea or concept that you learned by reading the article and how
you would train a class on the idea or concept.
5. Suggest at least two strengths and two weaknesses of the article. Provide support for your
rationale.
6. Based on your current or preferred career, reflect on how the contents or findings of the article
can be applied to your career.
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
This course requires the use of Strayer Writing Standards. For assistance and information, please
refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your
professor for any additional instructions.
The specific course learning outcome associated with this assignment is:
Review a scholarly journal article in the field of adult education.
Scoring Guide
List the name of the article you selected and
why you selected the article. 5 %
Unacceptable
Did not submit or
incompletely listed
the name of the
article you selected
and why you selected
the article.
Needs Improvement
Partially listed the
name of the article
you selected and why
you selected the
article.
Competent
Satisfactorily listed
the name of the
article you selected
and why you selected
the article.
Exemplary
Thoroughly listed the
name of the article
you selected and why
you selected the
article.
Summarize both the content of the article and
the writer(s)’ conclusion and
recommendation(s). 10 %
Unacceptable
Did not submit or
incompletely
summarized both the
content of the article
and the writer(s)’
conclusion and
recommendation(s).
Needs Improvement
Partially summarized
both the content of
the article and the
writer(s)’ conclusion
and
recommendation(s).
Competent
Satisfactorily
summarized both the
content of the article
and the writer(s)’
conclusion and
recommendation(s).
Exemplary
Thoroughly
summarized both the
content of the article
and the writer(s)’
conclusion and
recommendation(s).
Evaluate how the article contributes to your
understanding of adult education, training, and
lifelong learning. 15 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Did not submit or
incompletely
evaluated how the
article contributes to
the profession of
adult education,
training, and lifelong
learning.
Needs Improvement
Partially evaluated
how the article
contributes to the
profession of adult
education, training,
and lifelong learning.
Competent
Satisfactorily
evaluated how the
article contributes to
the profession of
adult education,
training, and lifelong
learning.
Exemplary
Thoroughly evaluated
how the article
contributes to the
profession of adult
education, training,
and lifelong learning.
Provide one example of a new idea or concept
that you learned by reading the article and how
you would train a class on the idea or concept.
15 %
Unacceptable
Did not submit or
incompletely
provided one
example of a new
idea or concept that
you learned by
reading the article
and incompletely
described how you
would train a class on
the idea or concept.
Needs Improvement
Provided one
example of a new
idea or concept that
you learned by
reading the article
and partially
described how you
would train a class on
the idea or concept.
Competent
Provided one
example of a new
idea or concept that
you learned by
reading the article
and satisfactorily
described how you
would train a class on
the idea or concept.
Exemplary
Provided one
example of a new
idea or concept that
you learned by
reading the article
and thoroughly
described how you
would train a class on
the idea or concept.
Suggest at least two strengths and two
weaknesses of the article. Provide support for
your rationale. 15 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Did not submit or
incompletely
suggested at least
two strengths and
two weaknesses of
the article.
Incompletely
provided support for
your rationale.
Needs Improvement
Partially suggested at
least two strengths
and two weaknesses
of the article. Partially
provided support for
your rationale.
Competent
Satisfactorily
suggested at least
two strengths and
two weaknesses of
the article.
Satisfactorily
provided support for
your rationale.
Exemplary
Thoroughly
suggested at least
two strengths and
two weaknesses of
the article.
Thoroughly provided
support for your
rationale.
Based on your current or preferred career,
reflect on how the contents or findings of the
article can be applied to your career. 20 %
Unacceptable
Did not submit or
incompletely
reflected on how the
contents or findings
of the article can be
applied to your
career.
Needs Improvement
Partially reflected on
how the contents or
findings of the article
can be applied to
your career.
Competent
Satisfactorily
reflected on how the
contents or findings
of the article can be
applied to your
career.
Exemplary
Thoroughly reflected
on how the contents
or findings of the
article can be applied
to your career.
Writing Mechanics, grammar, and formatting. 10
%
Unacceptable
Serious and
persistent errors in
grammar, spelling,
punctuation, and
formatting.
Needs Improvement
Partially free of errors
in grammar, spelling,
punctuation, and
formatting.
Competent
Mostly free of errors
in grammar, spelling,
punctuation, and
formatting.
Exemplary
Error-free or almost
error-free grammar,
spelling, punctuation,
and formatting.
Information literacy and integration of sources.
5 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Serious errors in the
integration of
sources, such as
intentional or
accidental plagiarism,
or failure to use in-
text citations.
Needs Improvement
Sources are partially
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Competent
Sources are mostly
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Exemplary
Sources are
consistently
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Clarity and coherence of writing. 5 %
Unacceptable
Information is
confusing to the
reader and fails to
include reasons and
evidence that
logically support
ideas.
Needs Improvement
Information is
partially clear with
minimal reasons and
evidence that
logically support
ideas.
Competent
Information is mostly
clear and generally
supported with
reasons and
evidence that
logically support
ideas.
Exemplary
Information is
provided in a clear,
coherent, and
consistent manner
with reasons and
evidence that
logically support
ideas.
Week 6 Assignment - Observing and Evaluating Teaching Practices
Summary
Click the linked activity title for the assignment.
Text
Overview
In this assignment, you will observe, document, and evaluate two instructional sessions
associated with adult learners.
Prepare
Select two recorded instructional sessions, one from List A and one from List B:
List A:
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Scaffolding as a Teaching Strategy.
Sample Demonstration Lesson - Part 1.
Library FAQ: Peer Reviewed Resources.
This video shows how to find peer reviewed resources in the Library Discovery
Service at Strayer Library.
List B:
Safety Demonstrations.
Teaching With Style; Mechanical Energy Conservation.
Whole Brain Teaching: The Basics.
Instructions
Using the Teaching Observation Form [DOC], you will:
Rate each instructor’s performance from 1–5 in each of the evaluative criteria on the form,
with one being the lowest and five being the highest.
You will also include a rationale or comment for each rating. If you do not observe an
evaluative criterion, do not rate the criterion and mark an N/A in the rationale or comments
column.
Write a 5–7 page paper in which you address the following items for each observation separately.
1. Provide the title of each instructional session, and summarize the content of each of the
instructional sessions.
2. Critique the overall effectiveness of each instructional session. Use your observation and
evaluation notes from the "Teaching Observation Form" to provide a rationale for your
critique.
3. Assess the instructional strengths and areas for improvement of each session. Provide a
rationale for your assessments using examples from your observations.
4. Compare and contrast the strengths and areas for improvement for the two sessions observed.
5. Based on your current or preferred career, specify two concepts you can apply from this
assignment.
6. Assess your lessons learned from using the "Teaching Observation Form." Suggest at least
one improvement in the form.
7. Include the completed "Teaching Observation Forms" as an Appendix to your paper.
This course requires the use of Strayer Writing Standards. For assistance and information, please
refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your
professor for any additional instructions.
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
The specific course learning outcome associated with this assignment is:
Assess an instructional session associated with adult learners.
Scoring Guide
Provide the title of each instructional session,
and summarize the content of each of the
instructional sessions. 10 %
Unacceptable
Did not submit or
incompletely
provided the title of
each instructional
session, and
incompletely
summarized the
content of each of the
instructional
sessions.
Needs Improvement
Partially provided the
title of each
instructional session,
and partially
summarized the
content of each of the
instructional
sessions.
Competent
Satisfactorily
provided the title of
each instructional
session, and
satisfactorily
summarized the
content of each of the
instructional
sessions.
Exemplary
Thoroughly provided
the title of each
instructional session,
and thoroughly
summarized the
content of each of the
instructional
sessions.
Critique the overall effectiveness of each
instructional session. Use your observation and
evaluation notes from the "Teaching
Observation Form" to provide a rationale for
your critique. 15 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Did not submit or
incompletely critiqued
the overall
effectiveness of each
instructional session.
Incompletely
provided a rationale
for your critique using
your observation and
evaluation notes from
the "Teaching
Observation Form."
Needs Improvement
Partially critiqued the
overall effectiveness
of each instructional
session. Partially
provided a rationale
for your critique using
your observation and
evaluation notes from
the "Teaching
Observation Form."
Competent
Satisfactorily
critiqued the overall
effectiveness of each
instructional session.
Satisfactorily
provided a rationale
for your critique using
your observation and
evaluation notes from
the "Teaching
Observation Form."
Exemplary
Thoroughly critiqued
the overall
effectiveness of each
instructional session.
Thoroughly provided
a rationale for your
critique using your
observation and
evaluation notes from
the "Teaching
Observation Form."
Assess the instructional strengths and areas for
improvement of each session. Provide a
rationale for your assessments using examples
from your observations. 20 %
Unacceptable
Did not submit or
incompletely
assessed the
instructional
strengths and areas
for improvement of
each session.
Incompletely
provided a rationale
for your assessments
using examples from
your observation.
Needs Improvement
Partially assessed
the instructional
strengths and areas
for improvement of
each session.
Partially provided a
rationale for your
assessments using
examples from your
observation.
Competent
Satisfactorily
assessed the
instructional
strengths and areas
for improvement of
each session.
Satisfactorily
provided a rationale
for your assessments
using examples from
your observation.
Exemplary
Thoroughly assessed
the instructional
strengths and areas
for improvement of
each session.
Thoroughly provided
a rationale for your
assessments using
examples from your
observation.
Compare and contrast the strengths and areas
for improvement for the two sessions observed.
10 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Did not submit or
incompletely
compared and
contrasted the
strengths and areas
for improvement for
the two sessions
observed.
Needs Improvement
Partially compared
and contrasted the
strengths and areas
for improvement for
the two sessions
observed.
Competent
Satisfactorily
compared and
contrasted the
strengths and areas
for improvement for
the two sessions
observed.
Exemplary
Thoroughly
compared and
contrasted the
strengths and areas
for improvement for
the two sessions
observed.
Based on your current or preferred career,
specify two concepts you can apply from this
assignment. 15 %
Unacceptable
Did not submit or
incompletely
specified two
concepts you can
apply from this
assignment, based
on your current or
preferred career.
Needs Improvement
Partially specified two
concepts you can
apply from this
assignment, based
on your current or
preferred career.
Competent
Satisfactorily
specified two
concepts you can
apply from this
assignment, based
on your current or
preferred career.
Exemplary
Thoroughly specified
two concepts you can
apply from this
assignment, based
on your current or
preferred career.
Assess your lessons learned from using the
"Teaching Observation Form." Suggest at least
one improvement in the form. 10 %
Unacceptable
Did not submit or
incompletely
assessed your
lessons learned from
using the "Teaching
Observation Form."
Incompletely
suggested at least
one improvement in
the form.
Needs Improvement
Partially assessed
your lessons learned
from using the
"Teaching
Observation Form."
Partially suggested at
least one
improvement in the
form.
Competent
Satisfactorily
assessed your
lessons learned from
using the "Teaching
Observation Form."
Satisfactorily
suggested at least
one improvement in
the form.
Exemplary
Thoroughly assessed
your lessons learned
from using the
"Teaching
Observation Form."
Thoroughly
suggested at least
one improvement in
the form.
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Include the completed "Teaching Observation
Forms" as an Appendix to your paper. 5 %
Unacceptable
Did not submit or
included incomplete
“Teaching
Observation Forms”
as an Appendix to
your paper.
Needs Improvement
Included partially
completed “Teaching
Observation Forms”
as an Appendix to
your paper.
Competent
Included satisfactorily
completed “Teaching
Observation Forms”
as an Appendix to
your paper.
Exemplary
Included thoroughly
completed “Teaching
Observation Forms”
as an Appendix to
your paper.
Writing mechanics, grammar, and formatting. 5
%
Unacceptable
Serious and
persistent errors in
grammar, spelling,
punctuation, and
formatting.
Needs Improvement
Partially free of errors
in grammar, spelling,
punctuation, and
formatting.
Competent
Mostly free of errors
in grammar, spelling,
punctuation, and
formatting.
Exemplary
Error-free or almost
error-free grammar,
spelling, punctuation,
and formatting.
Information literacy and integration of sources.
5 %
Unacceptable
Serious errors in the
integration of
sources, such as
intentional or
accidental plagiarism,
or failure to use in-
text citations.
Needs Improvement
Sources are partially
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Competent
Sources are mostly
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Exemplary
Sources are
consistently
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Clarity and coherence of writing. 5 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Information is
confusing to the
reader and fails to
include reasons and
evidence that
logically support
ideas.
Needs Improvement
Information is
partially clear with
minimal reasons and
evidence that
logically support
ideas.
Competent
Information is mostly
clear and generally
supported with
reasons and
evidence that
logically support
ideas.
Exemplary
Information is
provided in a clear,
coherent, and
consistent manner
with reasons and
evidence that
logically support
ideas.
Week 8 Assignment - Got MOOC?
Summary
Click the linked activity title for the assignment.
Text
Overview
In this assignment, you will learn about Massive Open Online Courses (MOOCs) and their impact
on adults and education.
Prepare
Read the article, 7 Things You Should Know About MOOCs [PDF].
Use the Internet or Strayer Library to locate two additional articles on your own.
Instructions
Write a 5–7 page paper responding to the following:
Note: Make each numbered item a heading in your paper.
1. Analyze three advantages and three disadvantages of MOOCs. Provide support for your
analysis.
2. Compare and contrast MOOCs to a traditional online course. Propose one use case in which a
MOOC could be more beneficial to an adult learner than taking a traditional online course.
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
3. Discuss the main reasons why, as an adult learner, you may choose to take a MOOC. Explain
the type of MOOC you would take, and specify why you would select this type of MOOC.
4. Suggest at least two ways that MOOCs are or are not relevant to your current career. Justify
your response.
5. Explore both the future of MOOCs and their potential impact on adult education, lifelong
learning, and training.
6. Provide a reference page, including the three articles used in this paper.
This course requires the use of Strayer Writing Standards. For assistance and information, please
refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your
professor for any additional instructions.
The specific course learning outcome associated with this assignment is:
Analyze the use of MOOCs for adult learning.
Scoring Guide
Analyze three advantages and three
disadvantages of MOOCs. Provide support for
your analysis. 15 %
Unacceptable
Did not submit or
incompletely
analyzed three
advantages and
three disadvantages
of MOOCs.
Incompletely
provided support for
your analysis.
Needs Improvement
Partially analyzed
three advantages
and three
disadvantages of
MOOCs. Partially
provided support for
your analysis.
Competent
Satisfactorily
analyzed three
advantages and
three disadvantages
of MOOCs.
Satisfactorily
provided support for
your analysis.
Exemplary
Thoroughly analyzed
three advantages
and three
disadvantages of
MOOCs. Thoroughly
provided support for
your analysis.
Compare and contrast MOOCs to a traditional
online course. Propose one use case in which a
MOOC could be more beneficial to an adult
learner than taking a traditional online course.
15 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Did not submit or
incompletely
compared and
contrasted MOOCs
to a traditional online
course. Incompletely
proposed one use
case in which a
MOOC could be
more beneficial to an
adult learner than
taking a traditional
online course.
Needs Improvement
Partially compared
and contrasted
MOOCs to a
traditional online
course. Partially
proposed one use
case in which a
MOOC could be
more beneficial to an
adult learner than
taking a traditional
online course.
Competent
Satisfactorily
compared and
contrasted MOOCs
to a traditional online
course. Satisfactorily
proposed one use
case in which a
MOOC could be
more beneficial to an
adult learner than
taking a traditional
online course.
Exemplary
Thoroughly
compared and
contrasted MOOCs
to a traditional online
course. Thoroughly
proposed one use
case in which a
MOOC could be
more beneficial to an
adult learner than
taking a traditional
online course.
Discuss the main reasons why, as an adult
learner, you may choose to take a MOOC.
Explain the type of MOOC you would take, and
specify why you would select this type of
MOOC. 15 %
Unacceptable
Did not submit or
incompletely
discussed the main
reasons why, as an
adult learner, you
may choose to take a
MOOC. Incompletely
explained the type of
MOOC you would
take, and
incompletely
specified why you
would select this type
of MOOC.
Needs Improvement
Partially discussed
the main reasons
why, as an adult
learner, you may
choose to take a
MOOC. Partially
explained the type of
MOOC you would
take, and partially
specified why you
would select this type
of MOOC.
Competent
Satisfactorily
discussed the main
reasons why, as an
adult learner, you
may choose to take a
MOOC. Satisfactorily
explained the type of
MOOC you would
take, and
satisfactorily
specified why you
would select this type
of MOOC.
Exemplary
Thoroughly
discussed the main
reasons why, as an
adult learner, you
may choose to take a
MOOC. Thoroughly
explained the type of
MOOC you would
take, and thoroughly
specified why you
would select this type
of MOOC.
Suggest at least two ways that MOOCs are or
are not relevant to your current career. Justify
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
your response. 15 %
Unacceptable
Did not submit or
incompletely
suggested at least
two ways that
MOOCs are or are
not relevant to your
current career.
Incompletely justified
your response.
Needs Improvement
Partially suggested at
least two ways that
MOOCs are or are
not relevant to your
current career.
Partially justified your
response.
Competent
Satisfactorily
suggested at least
two ways that
MOOCs are or are
not relevant to your
current career.
Satisfactorily justified
your response.
Exemplary
Thoroughly
suggested at least
two ways that
MOOCs are or are
not relevant to your
current career.
Thoroughly justified
your response.
Explore both the future of MOOCs and their
potential impact on adult education, lifelong
learning, and training. 15 %
Unacceptable
Did not submit or
incompletely
explored both the
future of MOOCs and
their potential impact
on adult education,
lifelong learning, and
training.
Needs Improvement
Partially explored
both the future of
MOOCs and their
potential impact on
adult education,
lifelong learning, and
training.
Competent
Satisfactorily
explored both the
future of MOOCs and
their potential impact
on adult education,
lifelong learning, and
training.
Exemplary
Thoroughly explored
both the future of
MOOCs and their
potential impact on
adult education,
lifelong learning, and
training.
Three references. 5 %
Unacceptable
No references
provided.
Needs Improvement
Does not meet the
number of required
references; some or
all references are
poor-quality choices.
Competent
Meets the number of
required references;
all references are
high-quality choices.
Exemplary
Exceeds the number
of required
references; all
references are high-
quality choices.
Writing mechanics, grammar, and formatting. 10
%
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Serious and
persistent errors in
grammar, spelling,
punctuation, and
formatting.
Needs Improvement
Partially free of errors
in grammar, spelling,
punctuation, and
formatting.
Competent
Mostly free of errors
in grammar, spelling,
punctuation, and
formatting.
Exemplary
Error-free or almost
error-free grammar,
spelling, punctuation,
and formatting.
Information literacy and integration of sources.
5 %
Unacceptable
Serious errors in the
integration of
sources, such as
intentional or
accidental plagiarism,
or failure to use in-
text citations.
Needs Improvement
Sources are partially
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Competent
Sources are mostly
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Exemplary
Sources are
consistently
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Clarity and coherence of writing. 5 %
Unacceptable
Information is
confusing to the
reader and fails to
include reasons and
evidence that
logically support
ideas.
Needs Improvement
Information is
partially clear with
minimal reasons and
evidence that
logically support
ideas.
Competent
Information is mostly
clear and generally
supported with
reasons and
evidence that
logically support
ideas.
Exemplary
Information is
provided in a clear,
coherent, and
consistent manner
with reasons and
evidence that
logically support
ideas.
Week 10 Assignment - Reflections and Lessons Learned
Summary
Click the linked activity title for the assignment.
Text
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Overview
For this assignment, reflect on the various theories and practices in adult education, training, and
lifelong learning that you have studied in the course, and create a presentation of your ideas. You
may use the presentation software of your choosing, such as Prezi, Haiku Deck, Powtoon, or
other similar software.
Prepare
Some topics you might consider in your reflection include but are not limited to, the following:
Reflect on the adult learning theories (for example, andragogy, self-directed learning,
experiential learning, and transformative learning) that were addressed in this course. Think
about which theory had the greatest influence on your thoughts and perceptions about how
adults learn.
Reflect on the impact of technology and e-learning on adult education, training, and lifelong
learning in the past 10 years. Consider the impact that technological advances such as
integrated learning systems, social media or electronic gaming may have on adult educators
and trainers as well as curriculum designers in the next five years.
Reflect on the impact of the Civil Rights Act of 1964 including Title IX, Affirmative Action, the
Servicemen’s Readjustment Act of 1944 (G.I. Bill) and other federal legislation and
programs had on increasing access to learning opportunities for traditionally underserved
populations.
Reflect on the theoretical foundations and real-world practice of adult education, training,
and lifelong learning as a profession.
For tips on creating effective presentations, watch the Building Great Business Presentations.
Instructions
Create an 8–10 slide presentation in which you:
1. Rate your understanding of adult education theories and practices prior to completing this
course compared to your understanding of adult education theories and practices upon
completing the course. Examine the extent to which your understanding of adult education,
training, and lifelong learning has changed from Week 1 until now.
2. Construct your own definition of adult education.
3. Explore the key concepts that you have learned in this course that you believe will have the
greatest impact on your approach to educating adults in your current or future career.
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
4. Select at least two of the key concepts that you discussed above. Devise a strategy that
outlines the steps you could take to apply the selected concepts at your current or future
workplace.
5. Narrate each slide, using a microphone, and indicate what you would say if you were actually
presenting in front of an audience.
This course requires the use of Strayer Writing Standards. For assistance and information, please
refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your
professor for any additional instructions.
The specific course learning outcome associated with this assignment is:
Reflect on changes in personal understanding of adult education concepts.
Scoring Guide
Rate your understanding of adult education
theories and practices prior to completing this
course compared to your understanding of adult
education theories and practices upon
completing the course. Examine the extent to
which your understanding of adult education,
training, and lifelong learning has changed from
Week 1 until now. 15 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Did not submit or
incompletely rated
your understanding
of adult education
theories and
practices prior to
completing this
course compared to
your understanding
of adult education
theories and
practices upon
completing the
course. Incompletely
examined the extent
to which your
understanding of
adult education,
training, and lifelong
learning has changed
from Week 1 until
now.
Needs Improvement
Partially rated your
understanding of
adult education
theories and
practices prior to
completing this
course compared to
your understanding
of adult education
theories and
practices upon
completing the
course. Partially
examined the extent
to which your
understanding of
adult education,
training, and lifelong
learning has changed
from Week 1 until
now.
Competent
Satisfactorily rated
your understanding
of adult education
theories and
practices prior to
completing this
course compared to
your understanding
of adult education
theories and
practices upon
completing the
course. Satisfactorily
examined the extent
to which your
understanding of
adult education,
training, and lifelong
learning has changed
from Week 1 until
now.
Exemplary
Thoroughly rated
your understanding
of adult education
theories and
practices prior to
completing this
course compared to
your understanding
of adult education
theories and
practices upon
completing the
course. Thoroughly
examined the extent
to which your
understanding of
adult education,
training, and lifelong
learning has changed
from Week 1 until
now.
Construct your own definition of adult
education. 20 %
Unacceptable
Did not submit or
incompletely
constructed your own
definition of adult
education.
Needs Improvement
Partially constructed
your own definition of
adult education.
Competent
Satisfactorily
constructed your own
definition of adult
education.
Exemplary
Thoroughly
constructed your own
definition of adult
education.
Explore the key concepts that you have learned
in this course that you believe will have the
greatest impact on your approach to educating
adults in your current or future career. 20 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Unacceptable
Did not submit or
incompletely
explored the key
concepts that you
have learned in this
course that you
believe will have the
greatest impact on
your approach to
educating adults in
your current or future
career.
Needs Improvement
Partially explored the
key concepts that you
have learned in this
course that you
believe will have the
greatest impact on
your approach to
educating adults in
your current or future
career.
Competent
Satisfactorily
explored the key
concepts that you
have learned in this
course that you
believe will have the
greatest impact on
your approach to
educating adults in
your current or future
career.
Exemplary
Thoroughly explored
the key concepts that
you have learned in
this course that you
believe will have the
greatest impact on
your approach to
educating adults in
your current or future
career.
Select at least two of the key concepts that you
discussed above. Devise a strategy that outlines
the steps you could take to apply the selected
concepts at your current or future workplace. 20
%
Unacceptable
Did not submit or
incompletely selected
at least two of the key
concepts that you
discussed above.
Incompletely devised
a strategy that
outlines the steps you
could take to apply
the selected
concepts at your
current or future
workplace.
Needs Improvement
Partially selected at
least two of the key
concepts that you
discussed above.
Partially devised a
strategy that outlines
the steps you could
take to apply the
selected concepts at
your current or future
workplace.
Competent
Satisfactorily
selected at least two
of the key concepts
that you discussed
above. Satisfactorily
devised a strategy
that outlines the
steps you could take
to apply the selected
concepts at your
current or future
workplace.
Exemplary
Thoroughly selected
at least two of the key
concepts that you
discussed above.
Thoroughly devised a
strategy that outlines
the steps you could
take to apply the
selected concepts at
your current or future
workplace.
Narrate each slide, using a microphone, and
indicate what you would say if you were actually
presenting in front of an audience. 15 %
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
© 2020 Strategic Education, Inc.
Unacceptable
Did not submit or
incompletely narrated
each slide, using a
microphone, and
incompletely
indicated what you
would say if you were
actually presenting in
front of an audience.
Needs Improvement
Partially narrated
each slide, using a
microphone, and
partially indicated
what you would say if
you were actually
presenting in front of
an audience.
Competent
Satisfactorily
narrated each slide,
using a microphone,
and satisfactorily
indicated what you
would say if you were
actually presenting in
front of an audience.
Exemplary
Thoroughly narrated
each slide, using a
microphone, and
thoroughly indicated
what you would say if
you were actually
presenting in front of
an audience.
Clarity, writing mechanics, and formatting
requirements. 10 %
Unacceptable
More than six errors
present.
Needs Improvement
5–6 errors present.
Competent
3–4 errors present.
Exemplary
0–2 errors present.
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
