EAD

861: Adult Learning

Michigan State University
Higher, Adult, and Lifelong Education
Fall 2015

Instructor: Dr. Ginny M. Jones





Email: [email protected]
Office Phone: 517.432.4858





gchat: ginnyjonesphd
Office: 411 Erickson Hall





Twitter: @dr_ginnyjones
Office Hours: By appointment or via gchat anytime I am showing available online


Course Description

EAD 861 is one of several teaching and learning courses within the Higher, Adult, and Lifelong
Education (HALE) program in the Department of Educational Administration. Our focus is adult
learning that is both formal (e.g., in classroom-like settings) and informal (e.g., helping patients
learn about diabetes self-management or facilitating learning in the workplace). This course is
intended to help you develop a better understanding of learning in adulthood and what
implications this knowledge holds for helping adults learn in postsecondary and other adult
education settings.

Using educational research and theory, popular culture, and our own experiences as educators and
learners, we will explore: (a) historical, psychological, theoretical, and social foundations of adult
learning, (b) developmental influences on adult learning, (c) critical, cultural, contextual and non-
western perspectives on how adults learn, and (d) what all this means for helping adults learn in
informal and formal settings.

The learning experiences in this course are largely individual; however, because learning rarely
happens in a vacuum and is generally enhanced by encountering perspectives different than ones
own, we will also interact with one another in various ways throughout the course. This course is
also designed to involve much opportunity for theory-to-practice considerations. What you learn
and the overall quality of your learning is dependent on the levels of commitment you make to the
learning experiences.

Course Objectives

By the end of this course, you should be able to:
1. Identify, dialogue about, and critique concepts and scholarship significant to understanding
the adult learning and instruction process.
2. Examine and explain how cultural and contextual factors affect adult learning and
instruction.
3. Analyze and elaborate your own learning processes and styles, as well as your philosophical
assumptions regarding adult learning and instruction.
4. Engage as both an individual and a community learners, critical thinkers, and reflective
practitioners.
5. Identify and discuss implications of all the above for use in various adult learning contexts.
Revised 5/2015

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Course Processes

This is a fully online class. To mediate our learning process, we will use Michigan State Universitys
course management system, Desire to Learn (D2L), to access course information, content, and
instructional materials. If you are unfamiliar with this platform, I encourage you to review the
Student Quick Start Guide for D2L: http://help.d2l.msu.edu/students/quick-start-guide.

One goal of this course is to create a learning community where everyone can safely explore adult
learning and instruction. As the instructor, I will strive to facilitate an inclusive learning
environment, and I expect you to assist me in supporting a constructive and democratic learning
community. I expect free discourse of ideas and open exchange. These are necessary tools for
learning. We may find some of the class readings and discussions challenge our views and
theoretical frameworks. Allow yourself to be open to difference and willing to interpret issues from
frameworks different than your own. The goal here is not to shy away from challenging ideas and
issues but to attain civil discourse. We can be both critical of issues, ideas, and frameworks and
respectful of one another in the process. As a learning community, we each have an obligation to
foster a climate of respect, collegiality, inclusion, and conversation. There are challenges presented
in internet-mediated spaces not always present in face-to-face environments. To prepare for our
online learning together, please review the following information on netiquette:
http://www.albion.com/netiquette/corerules.html

The course is structured into four learning modules. Each module has a series of readings
associated with it. These readings are located in the two required texts and additional sources
provided by me and/or found by you. The readings are intended to provide research, theory, and
additional info to guide your understanding. Additionally each unit ends with an assignment that
allows you to reflect upon, analyze, and or synthesize the information presented within it.

Twitter is a tool that can be used for gaining information and engaging in dialogue with people who
have similar (or different) interests. We will use Twitter as a way to communicate with each other
and the larger community outside of EAD861 to share information relevant to this adult learning.
Our class hashtag is #ead861.

Accommodation
Michigan State University is committed to providing equal opportunity for participation in all
programs, services and activities. Requests for accommodations by persons with disabilities may be
made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the
web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be
issued a verified individual services accommodation (VISA) form. Please present this form to me
at the start of the term and/or two weeks prior to the accommodation date.

Course Content

Required Texts
Merriam, S. B. & Bierema, L.L. (2014). Adult learning: Linking theory and practice. San Francisco:
Jossey-Bass. ISBN:978-1-118-13057-5
Mackeracher, D. (2004). Making sense of adult learning (2nd Ed.). Toronto, CA: University of Toronto.
ISBN: 0-8020-3788-X

The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

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Learning Modules
This course is divided into five modules, an orientation module and four learning modules.
Each learning module has a series of readings associated with it. These readings are located in the
two required texts and links in the course site. These readings are intended to provide research,
theory, and ideas on the topic area(s) for each module.

Orientation module (Sept. 2-6). Our course will begin with an orientation module. In this
module you will have an opportunity to introduce your self and meet the rest of your learning
community, sign up to contribute to the course blog, and get a brief overview of the course and
its design. You will need to complete the activities in the orientation module, before moving on
to module one.

Learning module one: Introduction to adult learning (Sept. 7 Oct. 4)
Learning Objectives: 1, 3-5
Topic

Readings and/or viewings

Intro to adult
learning

Kerka (2002). Teaching adults: Is it different?

Hansman, C.A. & Mott, V.A. (2009). Adult Learners
Jarvis, P. (2009). Learning from everyday life
Uvin (2014). Dear Colleague
Mintz, S. (2015). The new adulthood
Mackeracher (2004). Chapters 1 & 2
Fenwick & Tennant (2004). Understanding adult learners

Theoretical &
philosophical
perspectives

Merriam & Bierema (2014). Chapters 1 & 2

How adults learn

Merriam & Bierema. Chapters 3-4 and 5-6

MacKeracher (2004). Chapters 3 & 4

INFOGRAPHIC: Andragogy
Participation,
motivation, &
retention

Merriam & Bierema (2014). Chapter 8

Valentine & Darkenwald (1990). Deterrents to participation
Illeris (2003). Adult education as experienced by the learners
Kerka (1995). Adult learner retention revisited
Wlodowski (1999). What motivates adults to learn
PechaKucha 20x20: Overcoming Heights in Life

Learning module one assignment due: October 5, noon [12:00 p.m.] EST (GMT -4:00)

Learning module two: Adult development (Oct. 5 Oct. 25) Learning Objectives: 1, 3-5
Topic

Readings and/or viewings

Overview of
adult
development

Taylor, Marienau, & Fiddler (2000). Linking learning with development

Taylor (1996). Why psychological models
Smith & Taylor (2010). Adult development

The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

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Blog: The Elements of Happiness

Video: Play Is More Than Just Fun
The brain &
cognitive
functioning

MacKeracher (2004). Chapters 5 & 6

Brookfield (2000). Adult cognition
Merriam & Bierema (2014). Chapter 9
Hill (2001). The brain and consciousness
Video: The Quest to Understand Consciousness
Wilson & Golonka (2013). Embodied cognition is not what you think it is.

Development
theories

Silverman & Casazza (2000). Theories of personal development and learning

Silverman & Casazza (2000). Theories related to cognitive development
PechaKucha: 7 Points on Growing Up

Learning module two assignment due: October 26, noon [12:00 p.m.] EST (GMT -4:00)

Learning module three: Critical, cultural, and contextual perspectives in adult learning
(Oct. 26 Nov. 22) Learning Objectives: 1-5
Topic

Readings and/or viewings

Critical
perspectives

Merriam & Bierema (2014). Chapter 11

Brookfield & Holst (2011). Adult Learning in a Diverse World
Davis & Harrison (2013). Critical Pedagogy
Closson (2010). Critical Race Theory and Adult Education
D'Amico (2003) Race, Class, Gender, and Sexual Orientation in Adult Education
Sandlin, Wright, & Clark (2013). Reexamining Theories of Adult Learning and
Adult Development Through the Lenses of Public Pedagogy
Carpenter (2012). Centering Marxist-Feminist Theory in Adult Learning
Drennon (2003). Naming power dynamics in staff development

Cultural &
contextual
perspectives

Merriam & Bierema (2014). Chapters 7 & 12

MacKeracher (2004). Chapters 8 & 9
Tan (2010). Towards a Culturally Sensitive and Deeper Understanding
Niquette (2003) Idealism and realism in the formation of a culturally sensitive
classroom

Non-western
perspectives

Abdi & Kapoor (2009). Chapters 1, 3, & 8

Grover & Keenan (2006). An Ojibwe American Indian View of Adult Learning in
the Workplace
Haigh (2009). Fostering Cross-Cultural Empathy With Non-Western Curricular
Structures
McMahon (2011). Chinese Voices: Chinese Learners and Their Experiences of
Living and Studying in the United Kingdom

The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

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Learning module three assignment due: November 23, noon [12:00 p.m.] EST (GMT -4:00)

Learning module four: Additional considerations for adult learning (Nov. 23 Dec. 8)
Learning Objective: 1-5
Topic
Readings and/or viewings
Non-traditional
Merriam & Bierema (2014). Chapter 10
contexts for adult
MacKeracher (2004). Chapter 7
learning
Facilitating adult
learning

Brookfield & Holst (2011). Planning Educational Programs

MacKeracher (2004). Chapter 11
Video: ADDIE (Assess, Design, Develop, Implement, and Evaluate)

Final paper due: December 14, just before midnight [23:59 p.m.] EST (GMT -4:00)


Assignments & Evaluation
Assignment (Due Date)
Max. Points Objectives
Personal introduction
2
3
Syllabus quiz
2
-
Partnered blog post (individual dates)
10
1-5
Focus topic of final paper (9/21)
5
-
Learning module one assignment (10/5)
15
1, 3-5
Learning module two assignment (10/26)
15
1, 3-5
Learning module three assignment (11/23)
15
1-5
Final paper (12/14)
30
1-5
Participation & engagement*
6
1-5
TOTAL
100
Final Weights: 4.0 = 100-94 | 3.5 = 93-85 | 3.0 = 84-80 | 2.5 = 79-75 | 2.0 = 74-70
*spread between modules 1-3

Assignment Descriptions
It is important that you familiarize yourself with the language used throughout the following
assignment descriptions, so that it is clear what is expected of you in producing the products you
will submit for this class. A good place to start is by reading through Blooms taxonomy of the
cognitive domain (http://www.edpsycinteractive.org/topics/cognition/bloom.html), in chart form.
Pay particular focus to the definitions offered and the associated words as many of them appear
throughout the assignment descriptions below and will be a basis for evaluating your assignment
submission.

Introduction. Must be completed in order to unlock module one
In the orientation module, please introduce yourself in the Introduction discussion board, and
include the following:
a) The name by which you prefer to be addressed and your gender pronouns.
b) The sociocultural identities (e.g. in terms of race, gender, class, citizenship, language,
religion, sexual orientation, ability, etc.) and professional affiliations (e.g. teacher,
administrator, etc.) with which you self-identify.
The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

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c) Your geographic location (i.e. city, state, and /or country) and time zone
d) Any other thing you think would be helpful for us, your learning community to know,
about you.
e) What you hope to gain from this class. I am in this class to learn
You should greet at least two other students in the class, in order to receive full credit.
Worth 2 points.


Syllabus quiz. Must be completed in order to unlock module one
The purpose of this is to verify understanding of important elements of the syllabus. Given the
nature of the online, asynchronous (self-paced) nature of this class, we will not have the benefit
of dialogue around elements of the syllabus. We cover quite a bit in this course and it is
important to clarify misconceptions about course content and/or policies as soon as possible.
The questions on the quiz come as a result frequently asked questions (from past courses)
around course content, processes, assignments, and policies. You will need to complete this quiz
before learning module one will be made available to you. This is graded, but you have three
attempts to receive full points. Worth 2 points.

Identify a focus/topic for your final paper. Due Sept. 21, 12:00 p.m. (noon, EST, GMT -4:00)
Establish a focus/topic for your Final Paper. Identify a population of adult learners or a
particular context in which adult learning occurs and describe your interest or concern for this
group or context. This group or context should be one you have an interest in working with and
that it will be possible for you to explore in more depth through existing literature and research.
If you desire, you may also explore this focus through your own research and exploration.

You should develop a brief 250-500 word statement indicating your interest in this
group/context and identify aspects of this group/context that associate it with the study of adult
learning. Please submit to the Final Paper Focus discussion board. Worth 5 points

Partnered blog post. Due during assigned Friday by 12:00 p.m. EST (GMT -4:00)
We will have a private course blog hosted through wordpress.com. I will send you an invitation
to join the blog at the beginning of the semester. You and your partner will write a 750-1500
word blog post analyzing theory and scholarship in adult learning. You will have an opportunity
to sign up for a slot via SignUp Genius. The link will be available and titled Course Blog Sign Up
in our D2L course site.

You should use headings in your post, helping readers to understand which area is addressing
which of the sections described below. Additionally, I strongly urge you to use visuals (pictures,
YouTube videos, etc.) to supplement your ideas. Your post should include the following:
A synthesis of the readings associated with the blog date for which you and your partner
signed up.
A discussion on what resonated with you and/or critiques or missing components of the
theory/scholarship in this section.
Implications and future considerations. How might the theory/scholarship inform how
you might go about your work? Providing specific examples will help those of us in the
learning community see your thought process as well as understand it.

The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

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Make sure to cite ideas that are not your own. These citations should conform to APA style (6th
edition). One way to think of this (though not required) is to write this in the style of an op-ed
article. For guidelines on writing an op-ed well, refer to this resource
http://newsoffice.duke.edu/duke_resources/oped (you will have to glean relevant points for
our specific context.

Finally, you and your partner will be expected to monitor your blog post for the week following
the post, to interact with comments questions and concerns raised by our learning community
members.

Section
Points
Inclusion of all sections as described above
3
Depth/Robustness of reflections and implications
4
th
Organization, clarity, and style (APA 6 edition)
2
Facilitation of comment section of blog
1
TOTAL
10


Learning modules one, two, and three assignments. See due dates listed for assignments at
the end of each module above
For modules 1-3, you will have the option to do one of the five assignments listed below. You
may not do the same assignment for all three modules. You may do any assignment, at
maximum, twice but not successively. Meaning, if you do an infographic for Learning Module
One, you may not do it again for Learning Module Two, but may do it again for Learning Module
Three. I would encourage you to chose an assignment that challenges your usual method of
meaning making. This will be a great way for you to have a deeper understanding of navigating
unfamiliar learning spaces, something we often ask of those we teach to do.

1. Adult learner narratives. Wlodkowski (1999) argued telling and hearing our stories is
essential to human nature. It is the way we make sense of things. It is compelling (p. 70).
The purpose of this assignment is to learn more about adults as learners from the
perspective of the learner. One way to make meaning of the theories, ideas and issues
presented in this module is analyze them through narratives. For this assignment, you have
two options to use as narrative: conduct an interview with an adult about what, where, how,
and why ze/she/he learns or watch a movie about an adult (or group of adults) engaged in a
process of learning and/or developing.

You will be expected to produce an analysis of the narrative data you have (interview data or
movie) by incorporating relevant concepts, theories, and research covered in this module.
You are expected to produce a 4-5 page written summary. Submit this assignment to the
appropriate dropbox. See this assignments dropbox in our D2L course site for more info.

Pre-approved* movies are: Departures (Director: Yjir Takita), 12 years a Slave (Director: Steve
McQueen), Renaissance Man (Director: Penny Marshall), Larry Crowne (Director: Tom Hanks), The
Doctor (Director: Randa Haines), North County (Director: Niki Caro), Educating Rita (Director: Lewis
Gilbert), The Color Purple (Director: Stephen Spielberg), The Diving Bell and the Butterfly (Director:
Julian Schnabel), The Lady (Director: Luc Besson), In the Heat of the Night (Director: Norman Jewison),
Life is Beautiful (Director: Roberto Benigni).
The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

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*If you believe you have an appropriate movie that is not on this list, send me an email with the title
of the movie, a description of the plot, and a brief rationale for why you believe it fits the assignment.

Section
Organization, clarity, and style (APA-for written assignment)
Description of narrative data
Depth of analysis of narrative data
TOTAL

Points
3
3
9
15

2. Infographic. Prepare an infographic representing what you learned from this module
and any additional resources you have encountered on this topic. The infographic
assignment is an exercise demonstrating your ability to comprehend, apply, analyze,
synthesize, and evaluate the module in a visual format. To bring clarity to that
demonstration, your infographic should (at the least):
o briefly summarize the readings and compare/contrast them with each other (you do
not need to include all the readings but should include most)
o address the utility of this knowledge in any adult learning context you choose (hint:
this can be a great preparation for your final paper)
o highlight any critiques you have (or those with which you agree offered by other
authors) of perspectives presented in the readings and/or any additional personal
thoughts you have of the material presented.
Please be creative with this infographic and make it look visually appealing. This is an
exercise both in deeply engaging information and designing a concise handout that you
might use if you were doing a presentation at a conference, workshop, or training in the
context of focus (i.e., health education, computer class, GED Preparation, college student
conduct). In addition to submission to assignment dropbox, you will then upload your
infographic to the Infographic discussion board for the shared knowledge and perspective
benefit of our learning community. Please make sure you upload in both spaces. See the
Assignment Descriptions module in our D2L course site for more info and resources on
creating infographics.

Section
Points
Infographic addressed all required areas
3
Infographic is visually appealing
2
Depth of engagement with each required area (2, 3, & 2 pts., respectively)
7
Citation & references included in APA (6th ed.) style
3
TOTAL
15

3. PechaKucha 20x20 presentation. You will create a PechaKucha presentation of the

information covered in this module. In your PechaKucha share a personal narrative of a
time that illustrates your experience through the lens of adult learning theory, adult
development theory, or critical, cultural, and/or nonwestern perspectives on adult learning
(depending on the module for which you complete this assignment). Include in your
presentation:
o A description of your experience.
o A brief description theor(ies)/information you are using to connect to your
experience.

The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

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o An analysis of the experience applying the theor(ies)/scholarship. You may find that
the theory/scholarship applied very clearly, and it could be that some parts were
relevant while others were not. Please include any critiques or missing components
of the theory/scholarship in this section.
o Implications and future considerations. How did the theor(ies)/scholarship inform
the way you think about your experience? How might connections between your
experience, as viewed through the theor(ies), inform your work?
Submit a reference list with sources used to support your presentation to the appropriate
assignment dropbox. See the Assignment Descriptions module in our D2L course site for more
info.

Section
Points
Presentation addressed all required areas
4
Depth of reflection
7
Style and quality of presentation
2
In-presentation citations and reference list in APA (6th ed.) style.
2
TOTAL
15

4. Reflection with concept map. Write a 1-2 page reflection answering the question: How
will I use the information from this module in my current/future work with adult learners?
Taking your answer into account, create a concept map visually representing how concepts
in the readings of the module connect. Concept mapping includes selecting terms, ranking
concepts, arranging concepts in clusters, and linking concepts according to a cognitive
scheme. Your reflection should be in APA format, including citations and reference list.
Submit your reflection paper to the appropriate assignment dropbox and upload your
concept map to the appropriate discussion board. See the Assignment Descriptions module in
our D2L course site for more info.

Section
Points
Reflection paper
5
Concept map covers a significant amount of readings
5
Appropriate connections between concepts
2
th
Organization, clarity, and style (APA 6 ed.)
3
TOTAL
15

5. Topical paper with additional resources. Write a 4-5 page paper analyzing a current
topic (local, national, or international) through the lens of this modules theory and
scholarship. You will need to identify two scholarly sources (not assigned for our class) to
include in your post, or identify three additional sources of information on this module topic.
With the three source option, at least one needs to be a scholarly journal article. However,
you may use various types of resources for the other two: blogs, videos, books, infographics,
etc. I highly recommend you use headings in your paper so it is clear which area is
addressing the sections described below.
Your paper should address:
o Description of the current topic.
o Description of formal theor(ies)/scholarship (from our readings. Viewings, and/or
discussions) used to analyze this topic.
This is where you can fold in your outside sources as well.
The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

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o Analysis of the topic applying the theor(ies)/scholarship.

You may find the theor(ies)/scholarship applied very clearly or it could be that
some parts were relevant while others were not; it is appropriate to do your
analysis focus one either of these two phenomena or both.
o Implications and future considerations.
How did the theor(ies)/scholarship inform your thinking about the topic?
Provide specific examples of how you will/might use what you have learned in
your current or future work.
Upload your paper to the appropriate assignment dropbox.

Section
Paper addressed all required areas
Relevance of additional sources to topic
Depth of reflection
Citations and references included in appropriate APA style
TOTAL

Points
4
2
6
3
15

Final paper Due August 18 by 11:59 p.m. EST (GMT -4:00)
The assignment is intended to assist you in thinking about and applying the course content to
your current or future professional context. You will be asked to identify a specific population
of adult learners with whom you intend to work and as you progress through the course
content, it will be helpful to consider how the literature, theories, concepts, ideas, and
methodologies covered relate to or could be used to inform your work with this population.
In this paper, you will draw upon what you have written in the course blog and/or assignments
over the course of the semester as well as use the literature, theories, concepts, ideas, and
methodologies covered during the course and those you discover on your own. I also encourage
you to share your thoughts and ideas with other members of the course, through the discussion
boards, in an effort to assist you in preparing your final document. All the members of our
learning community have the potential to be a great source of feedback and additional insights.
You may use others in the course to help you develop your analysis but only you are expected to
hand in your own final paper. See the Assignment Descriptions module in our D2L course site for
more info. Submit to appropriate assignment dropbox.

Section
Points
Inclusion of all areas
5
Depth of content and analysis
18
Clarity and coherence of writing
2
Relevant additional (scholarly) sources
2
Quality of writing and appropriate use of APA style
3
TOTAL
30

Participation and Engagement Partially assessed at the end of each module
There are a number of ways to participate and engage in the course. They are as follows:
1. Each person is expected to regularly read and comment on course blogs. Your comments
should be a thoughtful response to the content of the blog or a continuation of a
conversation started by another of your classmates in the comment section.
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2. Some of your classmates will be uploading their infographics, PechaKucha presentations,

concept maps, and other items to the discussion boards. I expect you to interact with,
participate in, and engage in learning with your classmates.
3. You are always welcome (and encouraged) to post other course related materials or ideas to
the course blog and/or discussion boards, in addition to those items that are required.
4. Finally, I encourage you to actively engage in Twitter (this is not required) through the
sharing of news stories, other Twitter posts, blogs, or active discussion with your classmates
and the larger community of people interested in adult learning. Make sure to use the
hashtag #ead861.
Timeliness is an important aspect of participation and engagement. Comments should be
posted within a week of the original posting to receive full credit or a week and a half to receive
partial credit. Any comments posted after a week and a half will not receive participation credit.

Section
Points
Blog responses (based on quality and quantity)
1 each module
Comments, feedback, and shared content in non-blog course spaces (in
1 each module
response to peoples infographics, PechaKucha, concept maps,
discussion threads, etc.)
Non-required activity for which you can gain points
Non-required original posting of a blog or course discussion board
.5 each module
Active engagement on Twitter with relevant connections to course using .5 each module
the hashtag #ead861
TOTAL
6*
*You can only receive a maximum of 6 participation points. Points for non-required participation or engagement
activities will be used to offset points lost in the required participation and engagement areas.

Course Policies

Submitting assignments
All graded, written assignments will be turned in electronically through the Desire to Learn (D2L)
website, using the dropbox function.

When submitting assignments, make sure you:
save your work in a .doc, .docx, or .rtf. file. Do not submit PDFsit is too difficult to provide
feedback within text.
save your file using your last name and first initial and the assignment title (this can be
abbreviated). Example: <jonesg_LM1>. Improperly named files will result in a 5%
deduction from the final grade of each assignment submitted incorrectly.

Late submission policy. You have a 12-hour grace period for turning in assignments. All
work submitted after the grace period will result in a 5% deduction per 24-hours of the final grade
for each assignment. I will not negotiate about this, so please plan accordingly.

Grading Policy
I will determine individual grades by assessing your performance on assignments, as well as your
participation and engagement in the course. During the processes used throughout the course, you
should expect to receive feedback from peers and me about your performance. Feedback will focus
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on what you have done well and will raise questions for you to consider in relation to your
performance. You can expect feedback from me within a week and half of assignment submission,
though feedback may be available sooner.

A note on APA (6th ed.) style. APA style is the structural convention used for written
assignments in this class. I will be relatively strict about your use of APA style and will not
negotiate on missed points connected to APA style deductions. There will be some leniency on your
first assignment, but you will be expected to attend well to APA matters from that point on.
Assignments (after the first) that do not conform to APA [6th edition] will be returned ungraded ata
5% deduction per 24 hours it is not returned corrected. APA style (as it pertains to in-text citations
and reference lists) will also be required for non-traditional assignments, such as: infographics, blog
posts, and PechaKucha).

Academic Integrity
The Academic Freedom Report states: The student shares with the faculty the responsibility for
maintaining the integrity of scholarship, grades, and professional standards. Therefore, you are
expected to produce original work supported with proper citation of sources used to support your
final product. You may not submit course work you completed for another course to satisfy the
requirements for this course. Students who violate MSU regulations on Protection of Scholarship
and Grades will receive a failing grade in the course or on the assignment.


Syllabus Concept Map

The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary. 12