This track captures the philosophy of this specialization area by appealing to those graduate students who anticipate teaching adults in various educational forums or for those who want to broaden their knowledge of adult learning processes. Educational Gerontology and Lifelong Learning also encompasses a larger domain than the label "adult education" and thus better represents the curriculum and the philosophy of the Gerontology Program.
The track will be both "theory" and "application-based" and will center on course offerings that help to distinguish adult teaching and learning processes from those designed for other generations. There also will be an emphasis on both critical thinking and the technology of learning skills when working with adult learners. The track represents a specialization focus in gerontology that recognizes the growing interest in adult learning processes in a variety of learning environments such as universities, community colleges, the corporate sector, and continuing education sites.
In the realm of higher education, there is a dramatic and substantive change in the composition of the undergraduate student population. Since the 1970's, there has been a slow but steady influx of adult learners (defined as 25 or older) to institutions of higher education or put another way, "adults are the fastest growing segment of all population groups in higher education". Coupled with the decrease in secondary school enrollments of 18 to 22 year-olds entering college, the percentage of adult learners at the beginning of this century will be significant with rates for women adult learners increasing more than adult male enrollments. In one study, a significant number of adults indicated that their motivation for returning to an institution of higher education was to complete a bachelor's degree in order to facilitate a "career change". This reflects the growing trend that many adults are seeking new directions and paths in their adult years, and as a result, there will be a need for more educational adaptations to respond to a different kind of "student" enrolling in learning environments that has been typically geared toward the "right-out of high-school graduate". In addition, many career specialists have targeted "adult education teachers" as one of the 50 fastest growing occupations in the United States, with a projected increase in growth of 32% between the years 1992-2005.
Elective Courses for Educational Gerontology and Lifelong Learning Track: (In addition to the 15 credit hour Gerontology CORE requirements)
Master's Project
select a minimum of 12 (Thesis)
select a minimum of 15 (Non-thesis)
credit hours from the following:
GERON 5140 (3) Communication and Aging-Communication and aging theory and research. Attitudes and ageism; relational considerations of older adults (such as the role of communication in reminiscence, intimacy, helping and loneliness); mass media representations; work, leisure, and retirement factors; family and other social interactions.
ECS 6616 (3) Women and Education-A historical and philosophical study of how the education of women has been understood in the United States. Addresses competing assumptions regarding purposes, values, and standards. (Will be cross-listed with Women's Studies).
ECS 6620 (3) Seminar in Philosophy of Education-Focuses on the philosophies which have under girded student-centered pedagogies, specifically, the works of Jean-Jacques Rousseau, John Dewey, and Paulo Freire.
ECS 6630 (3) Sociology of Education-Examines the sociology of education and schooling in U.S. society. An advanced course that provides an overview of the traditional sociological theories of stratification, cultural capital, and current post-modern and post-structural theories of education and other critical perspectives related to race, gender, social class, and other areas of difference.
ED PS 6330 (3) Career Development and Assessment-Analysis of career development theory and its applications. Career planning and vocational guidance which follows a comprehensive guidance model. Career assessment, psychological meaning of work, sources of career information, computer-aided guidance, interview techniques, and career development interventions.
ELP 6050 (3) Program Planning and Evaluation-Examines the program evaluation cycle: planning educational programs, monitoring/evaluating how well they meet targeted outcomes, and deciding on continuation, revision or termination of programs. Leadership skills necessary to implement the program evaluation cycle are highlighted.
ELP 6210 (3) Leadership in Educational Organizations-Introduction to leadership and organizational theories applied to educational settings. Relevant social science research will be used to inform contemporary administrative issues such as organizational climate and culture, decision making, interpersonal relations, and change.
ELP 7220 (3) Leadership Theory-Dominant theories of organizational leadership and their application to educational settings. Research rooted in theories discussed and conducted in educational organizations. (Prereq.:ELP 6210)
FCS 5250 (3) Theories of Human Development-In-depth examination of theories fundamental to the study of human development. Seminar format; discussion intensive.
PRT 5720/6720 (3) Techniques in Experiential Education - Practical skills of facilitation, sequencing, and processing of experiential education activities. Communication skills and knowledge of group dynamics and motivation are used in activities of environmental education, adventure education, and exercises for the traditional classroom.
TL 6751 (3) Constructing Knowledge-Discuss the psychological construct of knowledge and epistemological ideas about the nature of knowledge. Reviews theories of knowledge structure, knowledge acquisition, and knowledge restructuring. Relates ideas about the nature of knowledge to theories of learning and models of instruction.
TL 6815 (3) College Teaching-Survey of college teaching methods & development of specific teaching competencies appropriate to the needs, skills, problems & interests of college students.
PRT 6370 (3) Leisure and Aging-Examines contemporary issues related to older adults and their leisure behavior, including constraints, legislation, lifestyle factors, and research related to quality of life.
SUMMARY FOR EDUCATIONAL GERONTOLOGY AND LIFELONG LEARNING
Thesis
Gerontology Core 15 credits
Electives 12 credits
Thesis (GERON 6970) 6 credits
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TOTAL 33 credit hours
Master's Project (Non-Thesis)
Gerontology Core 15 credits
Electives 15 credits
Project (GERON 6975) 4 credits
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TOTAL 34 credit hours
Track Advisor: Scott Wright
