This project-based practicum is an entry-level field experience designed to assist applied science education and training majors in exploring career settings in which they can use and apply their knowledge and skills. The practicum is exploratory in nature, involves extensive student initiative in designing and implementing the practicum, and is conducted under the supervision of the practicum mentor. A supplementary objective of the practicum is to explore and assess possibilities for settings and situations in which the student may engage in an upper level Education and Training Internship.

This course examines the nature and process of teaching and learning in adulthood by reviewing and building on theories and philosophies of adult learning. It focuses on teaching adults in formal, informal, and non-formal settings. Understanding cognition and the learning process provides the foundation to employing instructional strategies that empower the adult learner. Students will explore active learning, collaborative learning, self-directed learning in relationship to learning strategies, motivation and the importance of practice, experience, self-reflection, and assessment.

This course deals with the professional learning needs and priorities of the workplace with an emphasis on business and industry settings. It examines the variety of ways in which employees and their managers gain new knowledge and skills as part of their on-going involvement in both their jobs and in formal, informal, and non-formal learning situations. Careful attention is given to understanding and applying effective transfer of learning strategies. The roles of in-house training, corporate university, individualized learning, distance learning, online learning, and external providers are also examined.

View Course Outcomes:

1. Identify and explain the forces which are making it necessary for the workplace to become a learning workplace.
2. Summarize the history of workplace learning in the United States since the 1940's.
3. Define what is meant by the term "learning organization," and explain the major characteristics mentioned in key sources.
4. Describe the full continuum of the kinds and levels of learning that are presently incorporated in one or more major workplaces.
5. Outline the major components of the training and development function within selected organizations including development of 21st century skills.
6. Explain the ways in which adult learning and development theory appear to inform the design and practice of selected workplace learning environments.
7. Research and describe "best practice" in workplace learning within an industry or employment field with which the participant is familiar.
8. Explain the "global" piece of learning organizations that identify themselves as players in this arena.
9. Explore, analyze, and develop a means of professional preparation for future workplace learning trends.

This course explores current topics in teaching and learning in adulthood. Beginning with a brief overview of the historical frameworks posed about the nature and process of teaching and learning in adulthood, this course will focus on current and emerging theories and philosophies of adult learning. Course topics focus on teaching adults in formal, informal, and non-formal settings and provide opportunities for real-world application of theories for learner success.

View Course Outcomes:

1. Describe major theories of learning and cognition and how they relate to adult learners.
2. Compare and contrast current and emerging theories related to teaching and learning in adulthood.
3. Analyze and apply current and emergent adult teaching and learning theories using relevant and real-world case studies.
4. Evaluate and select strategies and solutions for real-world adult teaching and learning opportunities and challenges.
5. Design and document a personal learning project to be applied to personal, academic, and/or professional contexts.
6. Engage in applied research to describe and synthesize research on effective adult learning practices.
7. On the basis of current and emerging adult theories, construct and present a comprehensive plan that documents professional adult learning goals of a specific population.
8. Connect with at least two adult teaching and learning professional networks and contribute to the networks through curiosity, sociality, or resource sharing.

This course provides an introduction to theory and practice of instructional design and its role in developing interactive learning. It covers all the necessary elements to analyze, design, develop, implement, and evaluate effective learning, including interactive learning systems, and cultivates the effective combination of technology and instruction. The course addresses the different models used to develop effective instruction and expands the student's understanding of how to facilitate meaningful connections in learning through collaboration, discovery, and engagement.

View Course Outcomes:

1. Demonstrate the elements of an instructional design process.
2. Illustrate the role instructional design plays in developing effective interactive learning systems.
3. Compare and contrast various interactive learning systems by examining their intended use in the classroom and/or how they can be used to produce multimedia instructional content.
4. Explain how an interactive learning tool could enhance or detract from an androgogical strategy while developing instruction.
5. Design and develop a comprehensive Instructional Design Project plan for a real or hypothetical training/educational program that incorporates an instructional design process and integrates interactive learning theory and systems as appropriate.
6. Demonstrate an understanding of creativity and innovation in instructional design.
7. Develop and apply criteria to evaluate interactive learning systems based on best practices.
8. Analyze current trends in instructional design and interactive learning educational technology.

Educators and trainers often feel compelled to use the latest technologies in their teaching practice to keep pace with culture and attract learners. Yet technology for technology’s sake doesn’t automatically help learners meet learning outcomes and can have an unintended negative impact on learning experiences if not selected properly. This course will provide guided practice-based learning activities to develop the skills needed to review, analyze, and select appropriate educational technologies for engaging education experiences for adult learners in a variety of settings.

View Course Outcomes:

1. Describe critical steps needed to ensure educational technology is relevant and reliable to help learners meet outcomes.
2. Analyze educational technologies through comprehensive processes including evaluation, interpretation, calculation, and application.
3. Select and demonstrate educational technology analysis using relevant and real-world case studies.
4. Define and defend solutions to educational challenges using appropriate educational technologies.
5. Synthesize current and emerging research on educational technology solutions to create a learning toolkit that describes and links research on effective adult learning technologies.
6. Using digital or visual content, design and present a plan that outlines a personal and/or professional adult learning goal related to educational technology.
7. Connect digitally with at least two relevant professional networks and contribute to the fields through curiosity, sociality, or resource sharing.

How do adults learn? This course provides students with the resources, supports and guidance needed to explore effective adult learning strategies. This course provides essential resources, personal learning opportunities, peer collaboration, and coaching feedback to help students design effective learning experiences for other adult learners or to help them get the most out of their own learning journey at Granite State College (or both!).

The upper level Education and Training Internship is a field-based experience designed to develop and hone the practical application skills of an education and training-related major. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the general auspices of their Granite State College internship mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where education and training-related knowledge and skills are applied. NOTE: It is recommended that students have completed the majority of upper level course work in their major prior to enrolling in this course. Registration for this course is by permission of the Office of Academic Affairs. Earlier registration deadlines may apply.

This course encompasses a broad spectrum of program development ranging from an individual course to a complete program of major learning activities conducted over a period of time for the education and training of adults. This project- based course serves as the Integrative Capstone and is designed to provide an opportunity to apply and practice theories, skills, and principles to a variety of situations adult educators may encounter in practice.

View Course Outcomes:

1. Apply principles of adult learning and development to the program development process.
2. Examine and evaluate alternative program development models for a given training need.
3. Integrate and apply concepts of program development and learning in an area of professional interest by developing a learning experience that includes: a. Needs assessment b. Learning outcomes c. Types and sequencing of skills d. Student characteristics e. Appropriate instructional strategies f. Formative evaluation and revision of design and/or materials g. Demonstrate creative thinking and innovative application of program concepts
4. Create, assemble, and test instruction.
5. Determine an evaluation strategy that is appropriate to the program and its intended outcomes.
6. Develop a metacognition self-reflection that facilitates the students work and evaluates it against best practices in program learning and development.

Educators and trainers often feel compelled to use the latest technologies in their teaching practice to keep pace with culture and attract learners. Yet technology for technology’s sake doesn’t automatically help learners meet learning outcomes and can have an unintended negative impact on learning experiences if not selected properly. This course will provide guided practice-based learning activities to develop the skills needed to review, analyze, and select appropriate educational technologies for engaging education experiences for adult learners in a variety of settings.

View Course Outcomes:

1. Describe critical steps needed to ensure educational technology is relevant and reliable to help learners meet outcomes;
2. Analyze educational technologies through comprehensive processes including evaluation, interpretation, calculation, and application;
3. Select and demonstrate educational technology analysis using relevant and real-world case studies;
4. Define and defend solutions to educational challenges using appropriate educational technologies;
5. Synthesize current and emerging research on educational technology solutions to create a learning toolkit that describes and links research on effective adult learning technologies;
6. Using digital or visual content, design and present a plan that outlines a personal and/or professional adult learning goal related to educational technology;
7. Connect digitally with at least two relevant professional networks and contribute to the fields through curiosity, sociality, or resource sharing.

This course explores current topics in teaching and learning in adulthood. Beginning with a brief overview of the historical frameworks posed about the nature and process of teaching and learning in adulthood, this course will focus on current and emerging theories and philosophies of adult learning. Course topics focus on teaching adults in formal, informal, and non-formal settings and provide opportunities for real-world application of theories for learner success.

View Course Outcomes:

1. Describe major theories of learning and cognition and how they relate to adult learners;
2. Compare and contrast current and emerging theories related to teaching and learning in adulthood;
3. Analyze and apply current and emergent adult teaching and learning theories using relevant and real-world case studies;
4. Evaluate and select strategies and solutions for real-world adult teaching and learning opportunities and challenges;
5. Design and document a personal learning project to be applied to personal, academic, and/or professional contexts;
6. Engage in applied research to describe and synthesize research on effective adult learning practices;
7. On the basis of current and emerging adult theories, construct and present a comprehensive plan that documents professional adult learning goals of a specific population;
8. Connect with at least two adult teaching and learning professional networks and contribute to the networks through curiosity, sociality, or resource sharing.

How do adults learn? This course provides students with the resources, supports and guidance needed to explore effective adult learning strategies. This course provides essential resources, personal learning opportunities, peer collaboration, and coaching feedback to help students design effective learning experiences for other adult learners or to help them get the most out of their own learning journey at Granite State College (or both!).

Effective programs share common themes: they clearly identify why they are needed, who they are targeted to, how they will evaluate activities, and what types of relevant activities and assignments will help participants succeed based on evidence. Weaving these elements together using persuasive and effective communication is an essential skill for anyone involved in program planning and evaluation. This course will provide a primer on essential steps in program planning and evaluation.

View Course Outcomes:

1. Describe the rationale and uses of program evaluation;
2. Explain major concepts in program evaluation and how they relate to program design;
3. Describe key steps and resources needed for effective program planning and evaluation;
4. Design a conceptual framework for program design and evaluation.

How do adults learn? This course provides students with the resources, supports and guidance needed to explore effective adult learning strategies. This course provides essential resources, personal learning opportunities, peer collaboration, and coaching feedback to help students design effective learning experiences for other adult learners and to help them get the most out of their own learning journey at Granite State College.

View Course Outcomes:

1. Describe the unique needs of adult learners and key ingredients for effective adult learning experiences based on relevant research;
2. Create a personal learning project that can be applied to your personal, academic, or professional life;
3. Identify and select relevant research that supports personal learning project goals;
4. Develop or refine a learning toolkit that describes and links research on effective adult learning to learning activities and assessments;
5. Create a five-year Implementation Plan that outlines a personal and/or professional adult learning goal.

Program administration requires that staff are familiar with terminology and application of financial reports, contract language, and legal protocols. This course provides a primer on key terminology and processes, as well as real-world examples and practice opportunities with common themes and templates that program administrators encounter.

View Course Outcomes:

1. Describe key concepts related to finance, contracting, and legal implications for program planning;
2. Identify appropriate financial, contracting, and legal approaches based on case studies and real-world examples;
3. Design or refine an existing finance report, contract template, and legal protocol.

Program planning requires extensive and ongoing understanding of market conditions. This course will provide a primer on basic skills needed to research and analyze market trends to develop and maintain effective programs.

View Course Outcomes:

1. Identify key concepts related to market analysis activities in program planning;
2. Research and analyze market trends based on a case study or real-world project;
3. Develop a set of rationale statements based on market analysis for program development.

This course examines the variety of ways in which employees and their managers gain new knowledge and skills as part of their ongoing involvement in both their jobs and in formal, informal, and non-formal learning situations. The roles of in-house training, corporate university, individualized learning, distance learning, online learning, and external providers are also examined.

View Course Outcomes:

1. Identify and explain the forces which are making it necessary for the workplace to become a learning workplace;
2. Define what is meant by the term "learning organization," and explain the major characteristics mentioned in key sources;
3. Outline the major components of the training and development function within selected organizations including development of 21st century skills;
4. Research and describe "best practice" in workplace learning within an industry or employment field with which the participant is familiar.

Online education for adult learners typically uses education technology. This course provides a primer on the common learning management systems used in a variety of contexts and helps learners practice with basic research and evaluation skills related to education technology.

View Course Outcomes:

1. Identify primary education technologies used across diverse adult learning disciplines;
2. Describe the types of skills needed to administer education technology;
3. Research and analyze key education technologies as part of a case study or real-world project.

Effective program planners understand how to develop and evaluate effective programs for today, while also being able to forecast and respond to emerging needs. One skill that helps program administrators develop a realistic and effective vision is through the activity of futuring. This course provides a primer on the activity of futuring and provides multiple opportunities to practice with activities and skills such as research around economic, demographic, technological, consumer and social factors.

View Course Outcomes:

1. Identify key skills related to futuring for program administration;
2. Explore research and analyze trends from multiple disciplines;
3. Describe possible futures related to specific industries - both positive and negative - and identify resources and conditions needed to succeed in your field.

Overseeing online education programs for adult learners requires individuals and teams to be skilled in multiple roles. For some programs, all roles are handled by one individual. Other programs have multiple individuals who serve in specific roles, whereas other programs have a cross-trained team approach to roles to engage in continuous improvement. This course will provide a primer on the key roles and competencies that should be considered in relation to the effective administration of online education for adult learners.

View Course Outcomes:

1. Describe key roles and competencies related to online education programs for adult learners;
2. Conduct a personal or team-based skills inventory and identify areas for personal development and growth;
3. Explore additional resources related to areas identified for personal development and growth;
4. Develop a personal lifelong learning plan identifying long-term strategies for role research and skill development.

Education and training programs often feel compelled to use the latest technologies in their teaching practice to keep pace with culture and attract learners. Yet technology for technology’s sake doesn’t automatically help learners meet learning outcomes and can have an unintended negative impact on learning experiences if not selected properly. This course provides students with guided practice-based learning activities. Through these activities students will develop the skills needed to review, analyze, and select appropriate educational technologies for engaging education experiences for adult learners in a variety of settings.

View Course Outcomes:

1. Describe critical steps needed to ensure educational technology is relevant and reliable to help learners meet outcomes;
2. Demonstrate educational technology analysis using relevant and real-world case studies;
3. Create an Implementation Plan that outlines a personal and/or professional adult learning goal related to educational technology.

This course explores current topics in the administration of online adult education programs. Course topics focus on teaching adults in formal, informal, and non-formal settings and provide opportunities for real-world application of theories for learner success.

View Course Outcomes:

1. Co-develop outcomes with faculty to engage in an open pedagogy approach (agentic engagement);
2. Demonstrate the ability to develop personal learning outcomes, a plan, and assessment strategies that are documented and saved in a Granite State College approved solution.

Effective programs begin by clearly identifying why they are needed, who they are targeted to, how they will evaluate activities, and what types of relevant activities and projects will help participants succeed. Selecting an appropriate evaluation strategy at the outset is critical to program design and development. This course will provide essential resources, practice opportunities, peer collaboration and coaching feedback to help learners develop a comprehensive program plan and evaluation strategy.

View Course Outcomes:

1. Develop or update an existing conceptual framework for program design and evaluation;
2. Identify a personal use case and propose a real-world or potential program plan and evaluation strategy;
3. Demonstrate critical analysis of existing evaluation reports and program evaluation design;
4. Develop compelling and evidence-based rationale statements to practice and refine communication skills needed to gain stakeholder support for program planning and evaluation;
5. Design a program plan and evaluation strategy.

This integrative capstone is the final course in the Administration of Online Education for Adult Learners certificate. All other required coursework must have been completed prior to receiving approval to register for this course. Students in this course will have the opportunity to apply the principles learned to the entire program of study and will demonstrate competence by integrating and applying those skills to a real-world scenario. A final culminating project provides the opportunity to apply program outcomes, strategy, research skills, analytical and decision-making processes that can be of strategic benefit to the student and/or a current organization. The capstone is based on an e-learning team approach, in which team members and team processes become essential to the strength of the subsequent workplace project. The project requires documentation of the above process and an oral project presentation component.

View Course Outcomes:

1. Synthesize, integrate and deepen the adult learning knowledge gained through the Administration of Online Education for Adult Learners certificate;
2. Apply adult learning theory and practices to a real-world action-based project of your choice.