Course Syllabus
CAHA 760
International Adult Higher Education
Spring Term 2014
February 2014 to May 2014
Basic Information...
2
Readings Many readings for this class are posted in the blackboard and in the form of links.
Use Blackboard to access th...
3
education, the video cannot be about a community or situations in the United
States.
d) Videos should be short, about 10...
4
4. Poverty, wealth, and aid
5. Nature, climate change, and sustainability
6. Disease and global health care
7. Literacy ...
5
class meetings and volunteers critical comments and engages critically in dialogues,
will meet this standard. ―B‖ is ass...
6
with notification to students attending class. We will follow the flow of our course
outline. Some topics might need les...
7
 The changing role of the state.
 Short reading and discussion Meek, V.L. (1994). Education and the State. In:
Husen, ...
8
 Short reading and discussion Wal-Mart Invades, and Mexico Gladly
Surrenders #3 in the assignment section Blackboard
 ...
9
with the Council for Adult Education in Latin America (CEAAL), the
International Council of Adult Education (ICAE) , the...
10
http://tinyurl.com/ktvdy3bhttp://tinyurl.com/l6lvphj
 Wise, David. ( 2011). Tiger Trap: America’s Secret Spy War with ...
11
23. Teaching and Learning Conference (TLC).
http://aom.org/Meetings/annualmeeting/program/submission/instructions/pdw/T...
12
Ginsburg, M.B. (Ed.). (1991). Understanding educational reform in the global context: Economy,
ideology and the state. ...
13
Williams, A. (2011). Transformative sojourns in foreign lands: The contribution of global engagement to
faculty develop...
14
from primary or
secondary texts
*apply a concept
from the research
to an original idea
*Properly cite
resources
not sup...
15
Support, &
Style
supported by
details; narrative
brought to life by
details
• all details related
to topic
• choice of ...
16
• it was submitted after the deadline
• it fails to meet the project criteria
•it displays no understanding of central ...
Upcoming SlideShare
Loading in...5
×

2014 Spring Rey Ty Syllabus CAHA 760 International Education NIU

1,194

Published on

International situation, world situation, international relations, international political economy, comparative politics, politics, economy, culture, society, gender, women, health, nature environment, rey ty, education

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,194
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
16
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

2014 Spring Rey Ty Syllabus CAHA 760 International Education NIU

  1. 1. Course Syllabus CAHA 760 International Adult Higher Education Spring Term 2014 February 2014 to May 2014 Basic Information Course Number CAHA 760 Course Title International Adult Higher Education Professor Dr. Rey Ty Days and Time Thursdays, 6 PM – 8:40 PM Office Gabel Hall 201-D Faculty Room Classroom Graham 339, Main Campus Email rty@niu.edu, Subject Line: CAHA 760 Office 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 Contract Course 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 as a) African Association for Literacy and Adult Education (AALAE) https://tinyurl.com/makfvbv b) Consejo de Educación Popular de Adultos de América Latina y el Caribe (CEAAL ) http://www.ceaal.org/v2/index.php c) 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.
  2. 2. 2 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 project a) 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
  3. 3. 3 education, the video cannot be about a community or situations in the United States. d) Videos should be short, about 10minutes 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 paper Participants 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 paper b) 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 change 3. Women and teaching in international settings
  4. 4. 4 4. Poverty, wealth, and aid 5. Nature, climate change, and sustainability 6. Disease and global health care 7. Literacy and international development 8. Training and adult education in an international context 9. The globalization of knowledge/technology 10. The politics of international aid and its implications for adult education 11. Adult learning in a changing world 12. The role that non-governmental organizations (NGOs) play with education and its relationship with adult education 13. 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 Fund 15. Influences exerted on the policy and the practice of lending and its implications in education. 16. The political economy of adult education 17. 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
  5. 5. 5 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 pts 30 pts2. 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/ljd8xlqhttp://tinyurl.com/mxlmafzhttp://tinyurl.com/lbdwm9xhttp://tin yurl.com/ljd8xlq). Emailpaper to rty@niu.edu before class. 20pt s Total 100 pts 10 0 pts Grading ≥ 90 to 100 A 70 to 89 B 60 to 69 C 49 to 59 D 0 to <48 F Extra Credits All students will have the same chances to work on a project for 10 extra creditpoints max. Talk to me immediately if you want to work on a project, which needs my approval. Disclaimer Test schedules, class schedules, and reading assignments are all subject to change
  6. 6. 6 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 Materials Dates 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 sectors of education in terms of policy?
  7. 7. 7  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 Environmenthttp://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 Blackboard 5) 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 section 7) 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 explain educational and social policies and its economic impact.
  8. 8. 8  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/n6dtu25http://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 ff 9) 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
  9. 9. 9 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 IntitutoNacional 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)
  10. 10. 10 http://tinyurl.com/ktvdy3bhttp://tinyurl.com/l6lvphj  Wise, David. ( 2011). Tiger Trap: America’s Secret Spy War with China http://tinyurl.com/lx6bs37http://tinyurl.com/l5powdk 13) 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/nyaecoohttp://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).
  11. 11. 11 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. 221-228 La 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: NomosVerlagsgesellschaft. 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. 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
  12. 12. 12 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/dmyvdd International 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/mpv2udh Phiri, 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. VioGrossi, F. (1993).Adult education in Latin America. In Slovene Adult Education Centre. Rethinking adult education for development.Ljublana: Slovene Adult Education Center.
  13. 13. 13 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 fromDr. D. Cabrera, Glencoe/McGraw-Hill, & other sources 4 Exceeds Standard 3 Meets Standard 2 Nearly Meets Standard 1 Below Standard Score Encompasses all the required criteria at a highly proficient level. A paper in this category shows a superior command of the tools of language. It exhibits some or all ofthe following characteristics: Meets the basic requirements. A paper in this category shows an adequate command of the tools oflanguage. It exhibits some or all ofthe following characteristics: Meets some the basic criteria. A paper in this category shows a lessthan adequate command of the tools oflanguage. It exhibits some or all of the following characteristics: Meets some of the criteria, but not at a level of proficiency. A paper in this category shows a consistentpattern of weakness in using the tools of language. It exhibits some or all of 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 *properly cite *includes required number & type of sources *doing the research but not necessarily making a clear connection between the research and a clear idea *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 *Research used does
  14. 14. 14 from primary or secondary texts *apply a concept from the research to an original idea *Properly cite resources 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 ornarrative • 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 most effective order • an opening, but not necessarily focused or attention getting; attempt at a closing • sense of completeness • responds partially to the prompt but is off target in some way • may not show evidence of attentiveness to audience • focus on topic not consistently sustained • some lack of distinction between main ideas and details • order of ideas not effective • may be no opening sentence; no attention to closing • piece seems incomplete • evidence of attempt to respond to prompt • no evidence of attentiveness to audience • 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 Elaboration, • each main idea • each main idea • uneven • half or more of main
  15. 15. 15 Support, & Style supported by details; narrative brought to life by details • all details related to topic • choice of details effective • ideas/events related by effective transition words and phrases • varied sentence style • precise, interesting, and vivid word choice •strictly followed the prescribed format supported by details, but details in some paragraphs may be sketchy; narrative details sufficient to flesh out events • all details related to topic • some details not used effectively • transitions used • varied sentence style • word choice adequate to convey meaning; some precise, vivid words •followed the prescribed format with a few missing elements development; narrative details sketchy • details may appear to be listed rather than integrated into coherent flow • some details are irrelevant • few or no transitions • most sentences simple; overall style choppy • word choice adequate to convey meaning but few precise or vivid words • followed the prescribed format with many missing elements ideas not supported by details • half or more details may be irrelevant • 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 command of Standard English • free of spelling, capitalization, grammatical, and usage errors • precise syntax; competence in coordination and 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 sufficient to interfere with meaning • consistent command of Standard English • few, if any, spelling, capitalization, grammatical, or usage errors • competence in coordination and Subordination •some structural, grammatical, or spelling errors •limited scope of vocabulary used and variety of sentence structure • number and type of errors may interfere with meaning at some points • weaknesses in command of Standard English • some spelling, capitalization, or usage errors • 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 obscure meaning • inadequate grasp of Standard English • frequent errors in spelling, capitalization, and usage • many run-ons or fragments • serious and frequent punctuation errors A 0 paper is a paperthat is not scorablebecauseof the following:
  16. 16. 16 • 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 notrespond to thetype of writingthe prompt isintended to elicit • it cannot beread because itis illegible • it consists of lists,notes, or drawingsrather thansentences andparagraphs • the amount ofwriting is toominimal to beevaluated

×