ADULT EDUCATION (EDAE)


EDAE 100 - UNIVERSITY READING IMPROVEMENT

Prerequisite: None

This course is recommended for students who wish to work on individual reading needs such as 1) reading rate, 2) comprehensive proficiency, 3) vocabulary building, and 4) reading study skill techniques. Course will be graded A, B, C or U.

Credit: 1-3


EDAE 101 - INTRODUCTION TO LEADERSHIP FOR THE ADULT LEARNER

Prerequisite: None

As an introductory course specific to non-traditional undergraduate students who are currently in the workforce and looking to take the next step in their careers, this course focuses on the nature and characteristics of leadership across a range of professions and contexts. Students will use personal work and life experiences as examples to analyze various information on leadership to determine effective practices. The course will include classic and contemporary leadership theories and encourage students to develop their own leadership philosophy based on those theories and their personal work and life experiences.


EDAE 102 - STUDY SKILLS FOR ADULT LEARNERS

Prerequisite: None

This course introduces the study skills crucial to academic success. Emphasis is placed on practice in time management, listening, taking class notes, preparing for examinations, reading textbooks, writing papers, vocabulary building, problem-solving, and utilizing educational resources.

Credit: 3


EDAE 203 - CRITICAL THINKING IN SOCIAL SCIENCES

Prerequisite: None

This course explores the importance of scientific critical thinking and data-informed decision making as they relate to advancing scientific knowledge, understanding, and application of knowledge in the Social Sciences. Non-traditional students will consider theoretical and scientific backgrounds related to scientific critical thinking, values in the Social Sciences, and prior work and life experiences to become critical thinkers within their profession.

Credit: 3


EDAE 301 - METHODS OF TEACHING ADULTS

Prerequisite: Jr. Status

This course is intended to provide students with the opportunity to discover methods, presentation techniques, and digital resources that may be used to develop and facilitate different types of adult learning experiences. Exploring, discussing, and reflecting on the benefits and limitations of bias-free instructional techniques designed for the adult learner in different modalities will be emphasized. Students will adopt a philosophical position and design and implement effective learning opportunities that reflect adult learning theoretical foundations.

Credit: 3


EDAE 305 - MULTICULTURAL PERSPECTIVES ON ADULTHOOD

Prerequisite: None

This course is intended to introduce and familiarize students with the concept of multicultural psychology. The course will address issues of human diversity theory and research that are emphasized by the American Psychological Association, including age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and SES. The course will also encompass issues related to identity, oppression, bias, acculturation, and workplace diversity, as well as research methodologies utilized to promote greater understanding.

Credit: 3

EDAE 307 - PROGRAM PLANNING FOR COMMUNITY ADULT EDUCATIONAL SERVICE AGENCIES

Prerequisite: EDAE 305

This course presents methods for the identification of service-learning needs in the adult population in the students’ local community. Program planning strategies will be explored and applied by students to a service-learning project. A focus on service learning will equip students with skills needed to work with a support agency community adult learning needs.

Credit: 3


EDAE 371 - SPECIAL TOPICS

Prerequisite: None

Special topics seminars which will include topics such as early childhood/preschool, foreign language, reading, elementary/secondary education and topics pertinent to school treasurer/school business manager. All topics must be approved by the Associate Dean of the College of Education.

Credit: 1-9


EDAE 403 - ASSESSMENT OF WORKFORCE DEVELOPMENT

Prerequisite: Junior/Senior Status

This course focuses on assessment strategies applicable to workforce development programs in various fields and contexts. Non-traditional students will analyze theories, practices, techniques, and tools to determine effective practices. The course will include classic and contemporary theories, and encourage students to develop their own skills and resources using these theories and their own previous work and life experiences.

Credit: 3


EDAE 405 - INSTRUCTIONAL DESIGN AND ADULT LEARNING THEORY IN DEVELOPING ADULT LEARNING ENVIRONMENTS

Prerequisite: MIS 221

This course separately investigates the principles of various Instructional Design theories and practices as well as Adult Learning Theory and Behavior. The course then examines how each come together to create courses, training, and professional development opportunities in the adult learning environment. Instructional Design Theories and Practices and Adult Learning Theory and Behavior are then applied so the non-traditional learner can create a course or training module utilizing understanding, skills, and best practices from each.

Credit: 3


EDAE 406 - SYSTEMS THEORY AND HUMAN CAPABILITY

Prerequisite: Junior/Senior Status

Learning to see organizations as complex and dynamic systems is fundamental for professionals who aspire to lead those organizations. This course will provide an overview of select theories of systems as these pertain to complex social organizations (cybernetics, organic, cognitive/computational, social resource allocation) and an understanding of the basic building blocks of systems (feedback loops, stock, flow, delays and dynamics). Applying these theories and building blocks, the learner will analyze case examples of typical problems which emerge in diverse, social organizations and identify pathways for critical examination of these problems to propose solutions within the dominant systems theories using the basic building blocks.

Credit: 3


EDAE 412 - ORGANIZATIONAL DEVELOPMENT AND CHANGE

Prerequisite: EDAE 101

This course provides students with applied experience in the design and delivery of leadership and organization effectiveness interventions. The focus of the course is on designing, implementing, and evaluating an intervention with a real client organization. Students will draw upon prior work and life experiences and course work to develop foundational knowledge on designing and evaluating empirically supported interventions in a new or existing organizational setting.

Credit: 3


EDAE 415 - RESEARCH METHODS IN ADULT EDUCATION AND PROFESSIONAL STUDIES

Prerequisite: MATH 108

This course introduces the methods of scientific research utilized by social, behavioral, and business researchers. Nontraditional students will learn the essential role of research methodology for understanding, objectively processing, and predicting human behavior, social affairs, and business applications. The course explores how research questions and hypotheses are formed and tested and acquaints nontraditional students with the established ethical limitations associated with conducting research. Particular attention will focus on the complexities of correlational research, observational research, experimental research, and secondary data analysis. This course is the research skills course for the Adult Education and Professional Studies department and students will choose an area of focus for this course that aligns with the student's program of study.

Credit: 3


EDAE 418 - ETHICAL LEADERSHIP IN WORKPLACE TRAINING

Prerequisite: EDAE 101

​Social and professional organizations and systems for adult participants have emerged in Western Civilization around a shared moral and ethical framework for interpersonal and group relationships. Laws, rules, policies, behavioral norms, standards, and expectations are guided by historic Judeo-Christian principles which normalize and acculturate behavior across many different work settings. This course will explore a diverse variety of philosophical backgrounds for understanding common ethical teaching and practices in multicultural settings.

Credit: 3


EDAE 430 - CAPSTONE IN ORGANIZATIONAL LEADERSHIP

Prerequisite: This capstone course is designed specifically for graduating seniors that have fulfilled a minimum of 42 hours of the program requirements

The inquiry seminar is a capstone experience. The course is intended to generate critical thought, reflection, and application of organizational leadership. It will require students to develop the practice of personal reflection, especially with regards to beliefs about leadership and the integration of leadership in business and nonprofit organizations. Throughout the semester, students will draw upon their collegiate experience for ways to make meaning of how leadership is defined and how it changes over the course of time. This course will serve as the capstone that will draw upon personal leadership and collegiate context that will help students see how they can make meaningful connections with their overall academic experience and their professional future.

Credit: 3


EDAE 431 - CAPSTONE IN ORGANIZATIONAL TRAINING AND DEVELOPMENT

Prerequisite: The student must complete a minimum of 42 hours of the required program courses, and be classified as a Senior by credit hours at Ashland University, to be admitted into the Senior Capstone

​The inquiry seminar is a capstone experience. The course will emphasize the theories or organizational training and development and the practical application of these theories in today's organizations. Special emphasis will be on current topics in the field of business and nonprofit development, including training self-directed work teams, managing a diverse workforce, and the practical application of designing programs in today's environment. This will include designing needs analysis and training evaluation programs. The course will frame the concept of training and development within the applicable theory of adult learning and will help students determine how they can make meaningful connections with their overall academic experience and their professional future.

Credit: 3


EDAE 501 - METHODS OF TEACHING IN ADULT EDUCATION

Prerequisite:

This course is a study of methods, tools, and assessment procedures used in facilitating adult learning in a variety of professional settings. Emphasis is on the planning and preparation processes for delivering leader-led effective group and individual training activities in short term programs such as workshops, seminars, project meetings, online tutorials and webinars, and individualized, self-paced study projects, and developing and managing group and individual assessment strategies to monitor outcomes of learning. The knowledge and skills which are necessary for the professional roles of an instructional specialist such as a facilitator, trainer, or teacher of adults are emphasized throughout this course.

Credit: 3


EDAE 503 - THE HISTORY AND PHILOSOPHY OF ADULT EDUCATION

Prerequisite:

This course is designed both to give participants an overview of the current practice of adult education and human resource development, and to familiarize them with the breadth, variety, and deep historical roots of adult education as a social practice and field of academic study. These aims will be met through an historical survey of practices in American and World history, with select case examples which demonstrate the variety of instructional philosophies found in the field.

Credit: 3


EDAE 505 - ADULT TRAINING AND DEVELOPMENT IN THE WORKPLACE

Prerequisite: None

This course will develop skills for the education professional to apply principles of adult learning and development in the workplace. Specific skills and strategies include identification and evaluation of training and skills issues in a variety of workplace contexts, and the development of strategies to address these through planned programming for groups and individual learners. Issues will also include career and technical education in academic and industrial settings, career development in a global and multi-lingual workplace, application of technology for individual and self-paced instructional designs portfolio development, certifications, and branding/credentialing learners for job progression and assessment.

Credit: 3


EDAE 598 - INDEPENDENT STUDY

Prerequisite:

A planned study designed to extend student knowledge in any field related to major graduate areas through independently developed project work. Enrollment limited to students with graduate standing and permission of professor and director of graduate studies.

Credit: 1-5


EDAE 599 - GROUP STUDIES

Prerequisite:

A planned study designed to extend group knowledge in any field related to major graduate areas through cooperatively developed project work. Graduate standing.

Credit: 1-5


EDAE 601 - PROGRAM PLANNING AND MANAGEMENT IN ADULT EDUCATION

Prerequisite:

This course will examine methods for establishing effective adult education and training programs in a variety of learning and employment settings. The content will address principles and procedures for designing, organizing, operating, and evaluating comprehensive adult education and training programs. The course will emphasize the role and responsibilities of the program manager/leader in developing human resources.

Credit: 3


EDAE 603 - ADULT DEVELOPMENT CONTINUITY AND CHANGE

Prerequisite:

A course designed to provide leaders of professional enterprises with a foundation of knowledge and experience that will enable them to develop programs of development and renewal based on the principles and theories of human lifespan development and learning.

Credit: 3


EDAE 640 - SEMINAR: PROBLEMS IN CURRICULUM AND INSTRUCTION

Prerequisite:

Specific subtitles added based on seminar content. Individual and group study and problems related to teaching areas in elementary, middle or high school programs.

Credit: 1-5


EDAE 700 - CAPSTONE IN ADULT EDUCATION

Prerequisite: A minimum of 24 completed graduate hours in the program, or 21 completed hours and written permission of the faculty and chair in the department

The Capstone in Adult Education, in which graduate students will select a specific adult learning situation of personal relevance for study, serves as the culmination of the degree. Adult education graduate students will conduct a detailed analysis and offer solutions to a problem or suggest interventions to improve current adult learning practices. The capstone project is an action-based leadership (balance of three key areas of responsibility – task, team and individual) project.

Credit: 3