Course Syllabus CAHA 760

International Adult Higher EducationSpring Term 2014

February 2014 to May 2014

Basic InformationCourse Number CAHA 760Course Title International Adult Higher EducationProfessor Dr. Rey TyDays and Time Thursdays, 6 PM – 8:40 PMOffice Gabel Hall 201-D Faculty RoomClassroom Graham 339, Main CampusEmail rty@niu.edu, Subject Line: CAHA 760Office Hours Before and after class and 12 noon-1 PM or 4:30 PM. Plan to discuss your issues and

concerns before and after class with the professor. Do *not* rely on email communications only, as there is no guarantee that I will receive them or that they will be replied in a timely manner. Please give me at least 24 hours to read and reply to your inquiries about the papers you submit. Note that I will for the most part respond after regular office hours, which means add more hours, if you emailed me during office hours; weekend not included.

Learning ContractCourse Description

Examination of the present status of adult continuing education in selected foreign countries. Emphasis on scope, purposes, and development of adult continuing education institutes and programs internationally.

Course Objectives

1. To provide participants with an overview of the major factors which have had a major impact on the development of international adult education.

2. To provide participants with a basic framework for the analysis of the role of multinational governmental organizations such as UNESCO and other UN specialized agencies, development and aid agencies such as the World Bank, USAID, etc. in the adult education field.

3. To introduce participants to selected individual country adult education programs and practices in Africa, Asia, Latin America.

4. To analyze the role and contributions of non-governmental organizations (NGOs) such as the International Council for Adult Education (ICAE), and other international adult education organizations.

5. To examine the role of selected regional NGOs and networks such asa) African Association for Literacy and Adult Education (AALAE)

https://tinyurl.com/makfvbvb) Consejo de Educación Popular de Adultos de América Latina y el Caribe

(CEAAL ) http://www.ceaal.org/v2/index.phpc) The Asia South Pacific Association for Basic and Adult Education

(ASPBAE) http://www.aspbae.org/What We Will Do

To introduce participants to the theories, history, philosophies, and work of institutions and organizations which have affected the development of adult education at the international level.

Readings Many readings for this class are posted in the blackboard and in the form of links. Use Blackboard to access the information and your NIU e-mail for participation and information. The announcement section on Blackboard needs to be checked for weekly postings and class activities.

Format This will be a seminar-format class. Participants will be required to prepare for class by completing the assigned readings, class presentations, developing and sharing information over the internet and using e-mail to exchange information. The class will draw on the experiences of the participants and utilize case studies. Participants will be required to actively participate in the class discussion.

Class Decorum

Mutual respect; safe zone; zero tolerance; no bullying; don’t share any information you do not want to; no put downs; no invectives; no expletives; use inclusive & non-sexist language; two tardies equal one absence; remain in class for the entire session or else be considered absent; be polite; alright to disagree but do not attack the person; no sleeping; turn off *all* electronic devices; no cell phones; no laptop computer; no distracting side conversations; no Sudoku, crossword puzzle, and other games allowed; no MP3 players; no texting; no reading of newspaper, magazines or any other reading materials not used in this class; no sit-ins; no babies and children in the classroom. If the university permits, food & drinks are allowed but please clean up after yourselves. Everyone has an equal chance to speak out around the table; hence, no “super nova,” no “ping pong,” and no “popcorn.”

Don't Miss the Forest for the Trees

Reading materials both answer and raise questions. The professor will not have all the answers. This course will *not* describe in full details historical and current events, recording facts, figures, days and dates during which certain events took place. You will *not* be committed to memorizing facts and figures, which you will soon forget after the academic term ends. We will attempt to see the bigger picture and not get caught up in the minute details. Students will be exposed to analytical framework, theories, and concepts which will help you develop your own answers and which you will remember long after you leave the university.

Class Requirements

Active participation in class discussions will be expected. Both attendance and class participation will count towards the final course grades. Some sessions will be online (class cancellations and TBA) during which online participation is required: at least one substantive input and at least one substantive feedback.

Please read and download the weekly short reading before the class as required for class discussion.

Course Project 1 of 3

There are three projects to complete in this class: (1) a short video project, (2) article/s or chapter/s project, and (3) a major research paper project.

Short video projecta) In the short project, research and select a short video that discusses issues

presented in this class. Present the video to the class and discuss the issues that the video is showing. Example: in previous class a student selected a short video by Green Peace (about 10 minutes) that discussed climate change and the effect in the economy and life in a coastal village of Brazil.

b) In the class discussion relate the video to education and adult higher education in particular.

c) The video that you search and present does not need to be about a problem (like the previous one) but it can be about solutions found to poverty, educational innovations, literacy worldwide and in general the topics described for this class. Since this class is about international issues in

2

education, the video cannot be about a community or situations in the United States.

d) Videos should be short, about 10 minutes total.e) A one-page summary describing, reviewing, & critiquing the video is also

required.f) You will need to send me the link to the video to post it on blackboard at least

with 36 hours of anticipation. (Do not send it five minutes before the class).g) Video presentations and lead discussions will be based on alphabetical order

of your last names. You will need to sign in the first class to set the date for presenting & discussing your video. Provide guide questions to lead the discussion.

h) Clarifications about this assignment will be done in the first class.i) Due on the date of scheduled presentations throughout the semester.

Course Project 2 of 3

For thematic presentations of articles and chapters as well as lead discussions, pick the reading materials on the list in the syllabus or discuss with me if you want to use other materials, making sure you email the materials or the links or both to everyone in class at least one week prior to your presentation so that everyone has enough time to read them. On day one, fill out the sign-up sheet for scheduling your presentations.

Class Participation

The professor acts as a facilitator. As students are responsible for active learning and participation, they must come to class having read the reading materials. On the day of your presentations, each student will lead team-building activities at the start of each class session. You have to come to class having done the reading in advance and to participate actively and substantively in discussion. Questions to guide you in your readings & other educational materials: (a) What are the central problems, debates, questions, key argument, and evidence for the arguments? (b) What are the problems with the argument? What are your counter-arguments? How did this reading material or other education material compare to other materials? What questions were raised? Limitations? (c) Your recommendations?

Course Project 3 of 3

Major research paperParticipants will be required to undertake a major course project related to international adult education or higher education but not necessarily to the topics or issues covered in class.

Rubric for peer evaluation will be discussed and is available online.

a) a major research paperb) a class presentation of about 15 minutes, including Q&A. Students will present

their work on a Power Point file. See, use, & modify template as necessary.c) submit and present the final paper in an international conference, if at all possible.d) have IRB form approved and consent forms signed, if conducting original research

involving interviews, etc. Sample here at https://tinyurl.com/lqruu6x

Deadline: Paper due on April 24 2014

Sample Topics for Research Paper

Examples of international issues for the research paper are:1. Education, Social Networks, and Activism of an international non-

governmental organization (in a select country, for instance)2. Women, international development, and social change3. Women and teaching in international settings

3

4. Poverty, wealth, and aid5. Nature, climate change, and sustainability6. Disease and global health care7. Literacy and international development8. Training and adult education in an international context9. The globalization of knowledge/technology10. The politics of international aid and its implications for adult education11. Adult learning in a changing world12. The role that non-governmental organizations (NGOs) play with education

and its relationship with adult education13. The role of international governmental organizations such as: UNESCO,

UNICEF, UNDP and others and its relationship with adult education.14. The United Nations, the World Bank, and the International Monetary Fund15. Influences exerted on the policy and the practice of lending and its

implications in education.16. The political economy of adult education17. The economic policies such as structural adjustment, that produced of social

inequality, social marginalization, forced migration in developing countries.18. Issues in sustainable development, environmental issues, participation with

emphasis in education, training and results are important topics. Local and regional organizations, such as: CEAAL, ICAE, AALAE and their role in shaping issues in adult education.

19. The role adult education in current social movements worldwide and the lessons learned.

20. Background, issues and follow up of CONFINTEA VI: Information on CONFINTEA VI is founded on the UNESCO web page.

Absence and Dropping Policy

Mandatory attendance. You may be excused from class for religious observances but I need to have at least 48-hour notice. Two absences result in a letter grade deduction, significantly lowering your final grade, for example, from A (no absence) to B (absence). Three unexcused absences amount to failing the course. In terms of dropping from the course due to absences, we will follow the university’s policy, for which the students are responsible. You are responsible for dropping from this class by the official deadline date.

Personal and Family Emergencies

Absence due to personal medical reasons and death in the immediate family are the only valid excuses. Please bring medical certification or death certification, respectively. Let me know of your personal and family emergencies so that you may be excused from some of the class policies. A note from the hospital, for example, duly signed by the authorities must be submitted to me. The professor is not responsible for the matters you have missed due to your absence: you are.

Withdrawal Policy

The student is responsible for keeping track of the university’s withdrawal deadline. If you choose to stop attending class you are responsible for withdrawing from the course. I will not do so for you. If you stop attending and have not withdrawn, a failing grade will be entered.

Submission Late submission is not accepted and gets zero (0) point for that specific requirement.

Standards-Based Holistic Grading Policy

An “A” indicates an excellent and exceptional performance. This grade is reserved for students whose work demonstrates an extra-ordinary level of competence and distinction. A perfect attendance record is a necessary but not sufficient criterion of excellence. A student who regularly or always reads all the assigned materials before

4

class meetings and volunteers critical comments and engages critically in dialogues, will meet this standard. “B” is assigned to a satisfactory performance of an assigned task. This grade indicates that no new insight has been added, and that the student’s performance is above average. “C” indicates an average performance by a student. This grade usually indicates that a student barely met the requirements of a task and needs to work harder. Very few students get a “D”, which indicates a less than satisfactory (i.e. below average) performance of tasks, and even fewer students obtain an “F”, which indicates a failure to perform up to the minimum level of expectation. Pluses (+) and minuses (-) are used to indicate better or lesser performance levels between the grades. Students whose performance falls consistently at or below “C” average should contact me early on to find ways of addressing possible problems of comprehension, interpretation, and writing.

Class Work (Rubrics Provided for Requirements R1, R2, & R3)Email each and every requirement to rty@niu.edu. Thank you.

Points

1. R1: Short Documentary Video presentation, Dialogue, & Q&A. Post link of video made by others on the open FB page. Email approved link to rty@niu.edu before class.

20 pts30 pts

2. R1: One-page summary, critique, and recommendations. Due: date of presentation. Email to rty@niu.edu before class.

10 pts

3. Class participation 10 pts

30 pts

4. R2: Seminar PowerPoint Discussion & Q&A of an International Education Theme: Focus on Evolution/Current Situation, Theories, Case Studies, Policy, and Practice (rubric: academic research-based format in PPT). Make your own PPT. Due: date of presentation. Email to rty@niu.edu before class. Post link to closed FB page.

10 pts

5. R2: Seminar Thematic Area Review Paper single-spaced 2 pages max (rubric: in essay) with chart. Same requirements as #4. Rubric: https://tinyurl.com/kyr7ogd

10 pts

6. R3: PowerPoint Presentation of a focused research paper using research-based sources: academic books, ERIC, JSTOR, & alternative sources (rubric http://tinyurl.com/n3xhn55). Email PPT to rty@niu.edu before class.

20 pts

40 pts7. R3: Main paper submitted on time online. Your paper must contain all the elements in the PPT rubric with chart. (Evaluation rubrics: http://tinyurl.com/ljd8xlq http://tinyurl.com/mxlmafz http://tinyurl.com/lbdwm9x http://tinyurl.com/ljd8xlq). Email paper to rty@niu.edu before class.

20pts

Total 100 pts 100 pts

Grading≥ 90 to 100 A70 to 89 B60 to 69 C49 to 59 D0 to < 48 F

Extra Credits All students will have the same chances to work on a project for 10 extra credit points max. Talk to me immediately if you want to work on a project, which needs my approval.

5

Disclaimer Test schedules, class schedules, and reading assignments are all subject to change with notification to students attending class. We will follow the flow of our course outline. Some topics might need less or more time; hence, adjustments will be made accordingly. Students will be notified of changes in class and online. Guest lecturers will come when available. The professor is not responsible for what you have missed during your absence.

Citation Format APA http   ://owl.english.purdue.edu/owl/resource/560/01/ Emergency Emergency Evacuation Policy and Procedures. Check NIU website. For class

cancellations due to inclement weather and related extraordinary traffic conditions, please check NIU weather advisory online and automatically sent NIU email advisory.

Instructional Strategies

Brainstorming (B), critical reflection (CR), current events (CE) from BBC, New York Times, and other reputable sources, energizer (E), guest speakers (GS—scheduled based on their availability), learning circle (LC), lecture-discussion (LD), PowerPoint presentations (PPT), questions (Q), research paper workshop (RPW), snap poll (SP), speak out (SO), student-led (SL), summary (S), video showing (V), workshop (W)

Learning Strategies

Visual, Auditory, Kinesthetic, Reading-Writing Preference (VARK), Concrete Experience, Active Experimentation, Reflective Observation, Abstract Conceptualization (Kolb). See https://tinyurl.com/mytg7wy

Academic Misconduct

The receipt or transmission of unauthorized aid on assignments or examinations, plagiarism, unauthorized use of examination materials, cheating or other forms of dishonesty in academic matters. See http://www.niu.edu/communitystandards/audience/faculty_staff.shtml

Writing Help For help with organizing your ideas, grammar, citing sources, avoiding plagiarism, sample assignments and much more, go to the Writing Center

Statement on Academic Accommodations

Students who feel they may need an accommodation based on the impact of a disability should contact me privately to discuss their specific needs. All discussions will remain confidential.

To ensure that you receive the most appropriate reasonable accommodation based on your needs, contact me as early as possible in the term (preferably within the first week of class), and make sure that you have contacted the appropriate university office/s for arrangements.

Tentative Schedule of Classes, Readings, and Other Instructional MaterialsDates Topics

1) Introduction: Expectation Check, Review of Assignments, International situation workshop, International situation & education workshop

How to write an academic research-based paper https://tinyurl.com/n53dcwk A. Williams (2011). Foreign travels & faculty development

https://tinyurl.com/lfxoegz D. Hebert. (2012). International comparisons in the improvement of

education. http://tinyurl.com/mltd4wj T. Holmes. (2008). Student Study Abroad. http://tinyurl.com/pkk7gtn Ty. (2013). Education definitions, pp. 26-30

2) Conceptual Framework: Education http://tinyurl.com/kbckhyr, adult education http://tinyurl.com/kbybgb6, international education http://tinyurl.com/kwwgdrx, NIU international education http://tinyurl.com/m23zbos

Educational reform and the liberal State, what it means for the different

6

sectors of education in terms of policy? The changing role of the state. Short reading and discussion Meek, V.L. (1994). Education and the State. In:

Husen, T. & Neville, Postlethiwaite, T. Eds. International Encyclopedia of Education Second Edition London: Pergamon. London. #45 to 52 on course documents or #5,to #12 in the assignment section Blackboard.

3) Nature or Environment: Flora, Fauna, Humans, Society, and International Education

United Nations on the Environment http://www.unep.org/ https://tinyurl.com/kqesrxp

4) February 06

Guest speaker: Dr. Jorge Jeria. He developed from 1990 a series of programs in Brazil, Chile and China with the participation of students from Northern Illinois University graduate program in adult higher education.

International adult and higher education in a global world. Diagnostic & review of concepts such as philosophy history, education, adult education, international education, comparative education, international education at NIU, history and philosophy of organizations, globalization, internationalization, colonialism and others. What should we care? In what ways can we make a difference?

Multiple roles of adult education from an international perspective. CONFINTEA VI purposes and objectives. The role of UNESCO in

international education. Short reading and discussion an Egyptian for UNESCO #2 on the assignment

section on Blackboard5) February

13 Gender and International Education: Women’s Perspectives Worldwide,

Education, Work, and Training Short readings and discussion. Why Do Women Outnumber Men in College # 16 in the assignment section Konate (2011). https   ://tinyurl.com/kas43hq Razvi (2006). https://tinyurl.com/kxxmrdq

6) February 20

Guest speaker: Dr. Jorge Jeria, 6 PM: Literacy worldwide Jeria’s research interest and publications are on popular education, non-

formal education, Paulo Freire’s educational concepts, social movements and policy making as it relates to adult higher education. He works a great deal with North American, Chilean, Brazilian, Mexican and other adult educators in a number of related projects.

World Bank, SAP, and Adult Education Literacy and work training from international agencies perspectives. Responses to social and economic changes Training and adult education, the concept of human capital formation, its

relationship with adult education. Short reading and discussion Human Capital Concepts #15 on course

documents and #2 in the assignment section7) February

27 International Political Economy and International Education: Class, Models

of Development, Underdevelopment, International Labor, Services, Production, Consumption, Democratic Deficit, Policy, Band-Aid Charity, and Empowerment, International Political Economy, World Bank, Structural Adjustment Program Policies and Implications for Adult Education, Global North, Global South, Inequality, and Adult Education, Global Economies, Development and Underdevelopment paradigms used to

7

explain educational and social policies and its economic impact. Short reading and discussion Wal-Mart Invades, and Mexico Gladly

Surrenders #3 in the assignment section Blackboard Farmer, Paul. (2012). Haiti After the Earthquake http://tinyurl.com/n6dtu25

http://tinyurl.com/mxlosol Stiglitz, J. (2003). Globalization and Its Discontents.

https://tinyurl.com/nyfxgj2 Stiglitz, Joseph E. (2013). The Price of Inequality: How Today’s Divided

Society Endangers Our Future http://tinyurl.com/lat7goy (2013) https://tinyurl.com/murleqw (2012) http://tinyurl.com/n7mkdmy

Stiglitz, J. (2007). Making Globalization Work. https://tinyurl.com/n878wn7

8) March 06 History of Social Movements, NGOs, and International Education: View from Below, Ordinary People, NGOs, Civil Society, Adult Education, and the Anti-Globalization Movement; the rise of NGOs; civil society and adult education. Social movements and adult education, the anti-globalization movement; Responses to economic changes, globalization, economic regionalization. Equality and Inequality from international perspectives.

Popular education in Latin America and North America. Short readings and discussion: Non Formal Education in Latin America # 7

on Blackboard Short readings and discussion : La via campesina, the power of peasants

#14 in the assignment section on Blackboard Ty. (2013). Section on the Role of Intellectuals, Social Movements, NGOs,

and Civil Society. Gramsci, A. (1971) Selections from the prison notebooks.

https://tinyurl.com/lt5dzuo “Development through Non Formal Education” T.J. La Belle, and C.R.

Ward. In: Husen, T. & Neville, Postlethiwaite,T. Eds. International Encyclopedia of Education Second Edition London: Pergamon. London.

Japan’s Peace Boat Journeys to Confront Buried Crimes of the Past & Build Ties for a Hopeful Future. https://tinyurl.com/jvqn2ep

Howard Zinn. (2003). A People’s History of the United States: 1492 to Present. Focus on international affairs. http://tinyurl.com/nmc5eam

*Zinn video. The interpretation of history. https://tinyurl.com/n7mnhgw Gramsci, A. (1971) Selections from the prison notebooks.

https://tinyurl.com/lt5dzuo Chomsky, N. Occupy! https://tinyurl.com/loka4ys Holst, J. (2001). Social Movements, Civil Society, and Radical Adult

Education. https://tinyurl.com/k5mfn9e Sik Son. (2007). https://tinyurl.com/kh2a8qp Pandak, C. (1999). Rebuilding Civil Society: Nonformal Adult Education

and Voluntary Organizations – The Hungarian Experience. https://tinyurl.com/mpv2udh

Ty. (2013). pp. 81-92 ff9) March 13 NIU Spring Break

10) March 20 Guest speaker: Dr. Jorge Jeria, 6 PM: Poverty, Education, UNESCO, International Organizations, and Poverty

Alleviation His international work reaches a number of activities from his participation

8

with the Council for Adult Education in Latin America (CEAAL), the International Council of Adult Education (ICAE) , the Paulo Freire Center at the University of Pernambuco in Recife, UNESCO Institute for Lifelong Learning (formerly UNESCO Institute of Education) in Hamburg, Germany, UNESCO/OREALC in Santiago, Chile and the Intituto Nacional para la Educación de los Adultos, INEA, México.

11) March 27 Guest speaker: Susana Das Neves on Empowering the Undocumented Intersectionality of Identities and International Education: Color,

Nationalities, Ethnicities, and Differences https://tinyurl.com/kk5g5jn M. Chen. (2013). Caribbean non-traditional female students in higher

education http://tinyurl.com/nbmlzwd Ty, R. (2010 December). Indigenous Peoples in the Philippines: Continuing

Struggle. Focus Asia-Pacific, 62, 6-9. Osaka, Japan: HuRights. https://tinyurl.com/lqahl67

Ty, R. (2010). Ch. 11. Youth and adult education for social change in the Philippines: Linking education with NGOs, social movements, and civil society. pp. 111-137 in Human Rights Education in Asia-Pacific, Volume 1. Osaka: Japan: Asia-Pacific Human Rights Information Center. https://tinyurl.com/n4yto2p

12) April 03 Politic and International Education: Military Defense, Security, Nuclear Weapons, Terrorism, Human Rights, International Humanitarian Law & Laws of War, Reaction, Reform, Revolution, and Social Change

Activism in Bahrain Crackdown: https://tinyurl.com/n47ycl8 Documentary co-directed by an Israeli Jew and a Palestinian Arab about a

Palestinian village “5 Broken Cameras” http://tinyurl.com/kdfjcbz Documentary about Guatemala, “Granito: How to nail a dictator”

http://tinyurl.com/jwyzbfc Eltahawy, M. (2012). Why do they hate us? http://tinyurl.com/bm988t3 Sik Son. (2007). From student activism to a way of life: A case study of

student activists-turned peasant activists in South Korea. Doctoral Dissertation. NIU. https://tinyurl.com/kh2a8qp

Ty, R. (2013). Sections on Structural Violence, Social Change, Social Justice, Power, Rights, Human Rights, Human Rights Education, & Human Rights-Based Approach.

Ty, R. (2011). Social injustice, human rights-based education and citizens’ direct action to promote social transformation in the Philippines. Education, Citizenship and Social Justice, 6(3) 205-221.

Barber, B. (1992). Jihad vs. McWorld. http://tinyurl.com/qbplf9y Chomsky, N. & Vetches, A. (2013). On Western Terrorism: From

Hiroshima to Drone Warfare. https://tinyurl.com/kwbadyl Huntington, S. (1993). The clash of civilizations?

http://tinyurl.com/dmyvdd Levine, M. (2013). Why do they hate us? http://tinyurl.com/qzav5nr Gabbay, T. (2013). Why do they hate us? It’s a pretty long list.

http://tinyurl.com/pmt4b3e South Sudan Reaches Ceasefire & Neocolonialism Documentary.

https://tinyurl.com/mdaqyco Turse, Nick (2013). Kill Anything That Moves: The Real American War in

Vietnam (American Empire Project) http://tinyurl.com/ktvdy3b

9

http://tinyurl.com/l6lvphj Wise, David. ( 2011). Tiger Trap: America’s Secret Spy War with China

http://tinyurl.com/lx6bs37 http://tinyurl.com/l5powdk13) April 10 International Cultures and International Education: Art, Music, Religion,

Science, and Sports Great Decisions. (2002). Why Do They Hate Us? Boston: Allyn & Bacon,

pp. 9-20. Barber, B. (1992). Jihad vs. McWorld. http://tinyurl.com/qbplf9y Protest music https://tinyurl.com/qe2ph6z Phiri, I. (1996). When churches preach politics: A comparative analysis of

the political role of churches in South Africa, Zimbabwe, and Zambia. https://tinyurl.com/mrs26xn

Ramada, Tariq. (2012). Islam and the Arab Awakening (Oct 1, 2012) http://tinyurl.com/nyaecoo http://tinyurl.com/lpu89js

14) April 17 Work on final paper

15) April 24 Presentations, course summary, final evaluation, and online submission of papers and one-page feedback. Sample papers here at https://tinyurl.com/reytypapers

16) May 01 Presentations and Feedback

17) May 08 Formal Evaluation

Academic, Professional, and Activist Conferences in the U.S.A. and Overseas:1. Academy of Human Resource Development (AHRD) International Conference. http://www.ahrd.org/ 2. American Association for Adult and Continuing Education (AAACE).

http://www.aaace.org/conference 3. American Educational Research Association (AERA).

http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx 4. Adult Education Research Conference (AERC). http://www.adulterc.org/ 5. American Political Science Association (APSA). https://www.apsanet.org/content_2577.cfm?

navID=5 6. Annual Adult Education Research Conference (AERC). http://www.adulterc.org/ 7. Annual African Diaspora Pre-Conference. http://www.umsl.edu/~pcs/noncredit-offerings/aerc.html 8. Annual Asian Diaspora Pre-Conference. http://www.umsl.edu/~pcs/noncredit-offerings/aerc.html 9. Annual Conference on Distance Teaching & Learning. http://www.uwex.edu/disted/conference/ 10. Annual Tribal/EPA Conference. http://region9tribal-epaconference.com/ 11. Canadian Disability Studies Annual Conference. 12. Conference on Distance Teaching & Learning. http://www.uwex.edu/disted/conference/index.cfm 13. European Society for Research on the Education of Adults (ESREA). http://www.esrea.org/?l=en 14. Highlander Research and Education Center Programs. http://highlandercenter.org/ 15. History of Education Society Annual Meeting.

https://cmt.research.microsoft.com/HES2014/Default.aspx 16. Histories of Education Summer School Conference for Postgraduate Students. 17. International Conference of the Popular Education Network (PEN).

https://www.um.edu.mt/events/pen2014 18. International Political Science Association (IPSA) World Congress.

https://www.ipsa.org/events/congress/montreal2014/theme 19. International Studies Association (ISA). http://www.isanet.org/Conferences/Toronto2014.aspx 20. Popular Culture Association/American Culture Association (PCA/ACA). http://ncp.pcaaca.org/ 21. Research to Practice (2013. 2014 coming soon). http://www.lindenwood.edu/r2p/ Conference

submission guidelines http://www.lindenwood.edu/r2p/docs/conferenceGuidelines.pdf 22. Social Justice Conference (different ones).

10

23. Teaching and Learning Conference (TLC). http://aom.org/Meetings/annualmeeting/program/submission/instructions/pdw/Teaching-and-Learning-Conference-%28TLC%29-Special-Instructions.aspx

24. Transformative Learning Conference (TLC). http://edwp.educ.msu.edu/ead/hale-happenings/2013/call-for-proposals-2014-transformative-learning-conference/

Selected Reference Materials:Torres C.A. (1996). Adult education for development. In A. Tuijnman, Editor, International

Encyclopedia of Adult Education and Training, Second Edition, London: Pergamon. Pp 213-220.Lind, A. and Johnston, C. (1996). Adult literacy in the third world. In: A. Tuijnman. Editor, International

Encyclopedia of Adult Education and Training, Second Edition, London: Pergamon. P.p. 221-228La Belle, T.J. and Ward, C.R. (1996). Development through nonformal education. In: A. Tuijnman.

Editor, International Encyclopedia of Adult Education and Training, Second Edition. London: Pergamon. P.p. 228-233

Ziderman, A. (1996). Government role in adult education and training. In: A. Tuijnman. Editor, International Encyclopedia of Adult Education and Training, Second Edition. London: Pergamon. P.p. 233-239

Lowe, J. (1996). Legislation in adult education. In: A. Tuijnman. Editor, International Encyclopedia of Adult Education and Training, Second Edition., London: Pergamon. P.p. 239-245

Meek, V.L.(1994). Education and the State. In: Husen,T.& Neville, Postlethiwaite,T. Eds. International Encyclopedia of Education. Second Edition London: Pergamon. London. Pp. 1713-1720.

Woodhall, M. (1994). Human Capital Concepts. In: Husen,T.& Neville, Postlethiwaite,T. Eds. International Encyclopedia of Education. Second Edition London: Pergamon. London. Pp. 2643-2647

Selected General Readings:Abadzi, H. (1994). Nonformal education for women in Latin America and the Caribbean. Educational

and Social Policy Discussion Paper Series, No. 19. Washington, D.C.: World Bank.Bhola, H.S. World trends and issues in adult education. Paris: Jessica Kingsley Publishers in association

with UNESCO.Bhola, H.S. (1983). The promise of literacy: Campaigns, programs and projects. Report of the

International Seminar on Campaign for Literacy, Udaipur, India, January 4-11, 1982. Baden-Baden: Nomos Verlagsgesellschaft.

Buchert, L. (1992). Education and training in the third world: The local dimension. CESO Paperback No. 18. Copenhagen: CESO.

Chen, M. (2013). Voices from Caribbean classrooms: The academic and lived experience of Jamaican nontraditional female students in higher education. Doctoral Dissertation. NIU. http://tinyurl.com/nbmlzwd

Chomsky, N. Occupy! https://tinyurl.com/loka4ys Chomsky, N. & Vltchek, A. (2013). On Western Terrorism: From Hiroshima to Drone Warfare.

https://tinyurl.com/kwbadyl Diyadawagamage, N. (2012). Self-perceptions of free trade zone migrant female garment factory workers

of Sri Lanka. Doctoral Dissertation. NIU. https://tinyurl.com/kh8yuhf Duke, C. (Ed.). (1987). Adult education: International perspectives from China. London: Croom Helm.Duke, C. (Ed.). (1985). Combating poverty through adult education: National development strategies

London.Eltahawy, M. (2012). Why do they hate us? http://tinyurl.com/bm988t3 Fagerlind, I., and Saha, L. (1989). Education and national development: A comparative perspective.

Oxford: Pergamon Press.

11

Kjellquist-Gutierrez, K. (2003). Coming into their own: A study of a feminist adult education program in Esteli, Nicaragua. Doctoral Dissertation. NIU. https://tinyurl.com/klpp539

Ginsburg, M.B. (Ed.). (1991). Understanding educational reform in the global context: Economy, ideology and the state. New York: Garland Publishing.

Holmes, T. (2008). Student involvement, perceptions, and experiences in study abroad programs. Doctoral Dissertation. NIU. http://tinyurl.com/pkk7gtn

Holst, J. (2001). Social Movements, Civil Society, and Radical Adult Education. https://tinyurl.com/k5mfn9e

Huntington, S. (1993). The clash of civilizations? http://tinyurl.com/dmyvddInternational review of education. (1984). [Special edition]. Adult education in a rapidly changing world.

30 (3). Hamburg: UNESCO Institute for education.Jarvis, P. (1993). Reconceptualizing adult education for development: A Western European Perspective.

In Slovene Adult Education Centre. Rethinking adult education for development. Ljublana: Slovene Adult Education Center.

King, K. (1991). Aid and education in the Third World: The role of donor agencies in educational analysis. London: Longman.

Konate, M. (2011). The voices of women who participate in one grassroots organization in Mali: The case of women of Lassa in Yiriwaton. Doctoral Dissertation. NIU. https://tinyurl.com/kas43hq

La Belle, T.J. (1986). Nonformal education in Latin America and the Caribbean: Stability, reform or revolution? New York: Praeger.

Levine, M. (2013). Why do they hate us? http://tinyurl.com/qzav5nr Lind, A., and Johnston, A. (1990). Adult literacy in the third world: A review of objectives and strategies.

Stockholm: SIDA.Mosley, P., Harrigan, J., and Toye, J. Aid and power: The World Bank and policy-based lending. Vol 1

and Vol 2. New York: Routledge.Nader, R., et al. (1993). The case against free trade: GATT, NAFTA, and the globalization of corporate

power. San Francisco, CA.: Earth Island.Palamattan, G. (1986). The role of adult education in international development. Ed.D Dissertation,

Northern Illinois University, LEPS Department, DeKalb.Pandak, C. (1999). Rebuilding Civil Society: Nonformal Adult Education and Voluntary Organizations -

The Hungarian Experience. https://tinyurl.com/mpv2udhPhiri, I. (1996). When churches preach politics: A comparative analysis of the political role of churches in

South Africa, Zimbabwe, and Zambia. Doctoral Dissertation. NIU. https://tinyurl.com/mrs26xn Polturzycki, J. (1993). Rethinking adult education in the former Socialist countries of Europe. In Slovene

Adult Education Centre. Rethinking adult education for development. Ljublana: Slovene Adult Education Center.

Razvi, M. (2006). Empowerment of low-income women in India: Emergent female grassroots leaders in Ahmedabad, Gujarat. Doctoral Dissertation. NIU. https://tinyurl.com/kxxmrdq

Robertson, R. (1992). Globalization: Social theory and global culture. London: Sage.Rogers, A. (1991). The World crisis in adult education: A case from literacy. Compare, 23, 159-75.Romain, R.I., and Armstrong, L. (1987). Review of World Bank operations in Nonformal education and

training. Education and Training Series, Report No. EDT63. Washington, D.C.: World Bank.Stiglitz, J. (2003). Globalization and Its Discontents. https://tinyurl.com/nyfxgj2 Stiglitz, J. (2012). The Price of Inequality: How Today's Divided Society Endangers Our Future .

https://tinyurl.com/murleqw Stiglitz, J. (2007). Making Globalization Work. https://tinyurl.com/n878wn7 Ty, R. (2013). The State, NGOs, Social Movements and Civil Society: The Struggle for Power, Human

Rights, Social Justice and Social Change. Saarbrücken: Lambert Academic Publishing. UNRISD. (1995). States of disarray: The social effects of globalization. Geneva: UNRISD.Vio Grossi, F. (1993). Adult education in Latin America. In Slovene Adult Education Centre. Rethinking

adult education for development. Ljublana: Slovene Adult Education Center.

12

Williams, A. (2011). Transformative sojourns in foreign lands: The contribution of global engagement to faculty development and campus internationalization. Doctoral Dissertation. NIU. https://tinyurl.com/lfxoegz

Zinn, H. (2003). A People's History of the United States: 1492 to Present. http://tinyurl.com/nmc5eam

Writing Evaluation Rubric Adapted from Dr. D. Cabrera, Glencoe/McGraw-Hill, & other sources

4Exceeds

Standard

3Meets

Standard

2Nearly Meets

Standard

1Below

StandardScore Encompasses all

the required criteria at a highly proficient level. A paper in this category shows asuperior command of the tools oflanguage. It exhibits some or all of the following characteristics:

Meets the basic requirements. A paper in this category shows anadequate command of the tools of language. It exhibits some or all of the following characteristics:

Meets some the basic criteria. A paper in this category shows a less than adequate command of the tools of language. It exhibits some or all of thefollowing characteristics:

Meets some of the criteria, but not at a level of proficiency. A paper in this category shows a consistent pattern of weakness in using thetools of language. It exhibits some or allof the following characteristics:

Knowledge of the

Subject Matter

*excellently use & define appropriate concepts, literature and explain theories appropriate to the paper*brings forth new or expanded ideas that reflect high-level critical thinking on the topic and demonstrate practical application

*adequately used concepts, literature, & explained theories appropriate to the paper*present new or expanded ideas and make a practical application

* used basic concepts, literature, & explained theories appropriate to the paper*know basic information but don’t apply it to any expanded idea

*minimally used concepts & explained literature & theories appropriate to the paper*displays only a minimal grasp of the concepts covers; *does not expand upon the central concept

Evidence of Research

and Resources

Cited

*quality & types of sources enhance topic*an extensive variety of relevant, accurate, & reliable sources expand ideas & give credibility to the research

*includes required number & type of sources*doing the research but not necessarily making a clear connection between the research and a

*number or type of sources are nearly sufficient*don’t properly use the research in support of their ideas*citations contain minor errors (failure to list author, etc.)

*significantly insufficient number or types of sources*don’t properly use the research in support of their ideas*citations contain minor errors (failure to list author, etc.) or no citations at all

13

*properly cite from primary or secondary texts*apply a concept from the research to an original idea

clear idea*Properly cite resources

*Research used does not support or contradict argument presented

Addresses the Topic on

Hand

•directly answers the question asked•provides additional insights•meets all the assignment criteria

•directly answers the question asked•meets all the requirements of the assignment or concept

•indirectly answers the assigned question•meets the majority of the assignment criteria

•does not address the assigned question•meets only minimal assignment criteria

Originality •evidence of original thought throughout the work•clear application of the concept being addressed

•evidence of original thought throughout the work with a reference to the assigned topic

•allusion to an original idea but with no clear connection to the assigned topic or concept

•Random original thoughts•no cohesion among ideas presented

Focus & Organization

•responds to the prompt• appropriate to the audience• single, distinct focus• generally well-developed ideas or narrative• logical flow of ideas or events• opening that draws in reader;effective closing• sense of completeness

• responds to the prompt• appropriate to the audience• focus not clear at every point• some main points underdeveloped• ideas may not be in the mosteffective order• an opening, but not necessarilyfocused or attention getting;attempt at a closing• sense of completeness

• responds partially to the prompt but isoff target in some way• may not show evidence of attentivenessto audience• focus on topic not consistentlysustained• some lack of distinction between mainideas and details• order of ideas not effective• may be no opening sentence; noattention to closing• piece seems incomplete

• evidence of attempt to respond toprompt• no evidence of attentiveness toaudience• focus on topic not sustained• no opening or closing• piece is not complete

Analysis, Critique,

and Synthesis

*compelling, relevant, valid, & credible analysis & interpretation*significant depth*sophisticated synthesis of information

*accurate, complete, & relevant analysis & interpretation*sufficient details or facts*evidence of synthesis

*analysis or interpretation are not entirely accurate, complete or relevant*some facts*little or no evidence of synthesis

*mostly inaccurate, incomplete or irrelevant analysis or interpretation*little or no facts or details* no connection made in conclusion

14

Elaboration, Support, &

Style

• each main idea supported bydetails; narrative brought to life bydetails• all details related to topic• choice of details effective• ideas/events related by effectivetransition words and phrases• varied sentence style• precise, interesting, and vivid word choice•strictly followed the prescribed format

• each main idea supported bydetails, but details in some paragraphsmay be sketchy; narrativedetails sufficient to flesh out events• all details related to topic• some details not used effectively• transitions used• varied sentence style• word choice adequate to conveymeaning; some precise, vivid words•followed the prescribed format with a few missing elements

• uneven development; narrative detailssketchy• details may appear to be listed ratherthan integrated into coherent flow• some details are irrelevant• few or no transitions• most sentences simple; overall stylechoppy• word choice adequate to conveymeaning but few precise or vivid words• followed the prescribed format with many missing elements

• half or more of main ideas not supportedby details• half or more details may beirrelevant• no transitions• sentence style choppy• vocabulary limited•either followed the prescribed format with too many missing elements or did not follow the prescribed format at all

Grammar, Usage, &

Mechanics

•excellent sentence structure•varied prose•excellent choice of vocabulary appropriate for the subject matter• sophisticated and consistent commandof Standard English• free of spelling, capitalization, grammatical, andusage errors• precise syntax; competence in coordinationand subordination• few, if any, errors in punctuation

•good sentence structure•varied prose•good choice of vocabulary appropriate for the subject matter• number and type of errors not sufficientto interfere with meaning• consistent command of StandardEnglish• few, if any, spelling, capitalization, grammatical,or usage errors• competence in coordination andSubordination

•some structural, grammatical, or spelling errors•limited scope of vocabulary used and variety of sentence structure• number and type of errors may interferewith meaning at some points• weaknesses in command of StandardEnglish• some spelling, capitalization, or usageerrors• some fragments or run-ons• some errors in punctuation

•numerous structural, grammatical, or spelling errors•little demonstration of vocabulary of the subject matter• number and type of errors obscuremeaning• inadequate grasp of Standard English• frequent errors in spelling, capitalization,and usage• many run-ons or fragments• serious and frequent punctuationerrors

15

A 0 paper is a paper that is not scorable because of the following:• it was submitted after the deadline• it fails to meet the project criteria•it displays no understanding of central concepts•it lacks appropriate research•it has very few or no research-based academic citations•it has excessive number of errors•it has no understanding of course vocabulary•it does not address the assigned question•it does not meet any of the assignment criteria•it has no evidence of original thought•it fails to use academic and non-threatening language• it does not respond to the type of writing the prompt is intended to elicit• it cannot be read because it is illegible• it consists of lists, notes, or drawings rather than sentences and paragraphs• the amount of writing is too minimal to be evaluated

16