MD8Assgn: A8: Course Project—Program Proposal

A8: COURSE PROJECT 1
A8: Course Project—Program Proposal
Orlanda Haynes
Walden University
Author Note
This paper was prepared for Richard W. Riley School of Education and Leadership
EDUC 8103-6 Design and Assessing Lrng Exp
Ed. D Student
Fall 2015

Program planners research, develop, and implement program designs and learning
procedures. As such, they must be cognitive of factors that give their programs relevancy,
including the changing needs of their target populations, their organizations’ goals, and their
stakeholders’ interests. In education, the results are used, in part, to create or update effective
education policies and teaching and learning methods. This essay fulfills the requirements for
Module 8 By presenting an overview of five essential parts of an education program proposal,
including (1) needs assessment and needs assessments plan; (2) program outcomes and learning
objectives; (3) transfer of learning; (4) program structure; and (5) program evaluation. Literature
is organized around headings from Modules 3 through 7 (instructions).
A8: Course Project—Program Proposal
Needs Assessment
Learn/ Work Environment
The Solano County, California, Public Library Foundation has operated an adult literacy tutoring
programs for decades. Face-to-face sessions are held weekly; schedules and locations are unique
to each student. The program serves a diverse, nontraditional student body of approximately
5600 students as of June 2015.
Major Stakeholders
The primary goal of the Solano County Library Foundation is to support adult literacy
programs and lifelong learning needs of communities it serves. These objectives are met, in part,
through partnerships with financial institutions, government and education organizations,
including the County of Yolo, the University of California, Davis and the Solano Economic
Development Corporation.
Immediate Issue(s), Concerns, Gaps, or Trends

Although non-traditional students account for over 80% of Solano County public library
adult literacy programs, the organization does not offer its students the convenience of online
learning, nor curriculum that represents best practice for the teaching and learning of adults
(entirely pedagogical).
Contextual Factors Influencing the Situation
As a vehicle for learning, distance education is not a new concept; Sir Issac Pitman, who
invented shorthand in the mid-1800s, is credited with its origin. He used the discovery to offer
correspondence courses to distance learners. Today, facilitated by emerging technology,
between 2007 and 2008, more than 4.3 million students participated in online learning
(https://nces.ed.gov/fastfacts/display.asp?id=80; http://thejournal.com/ Articles/1999/09/01/The-
Origins-of-Distance-Education-and-its-use-in-the-United-States.aspx?Page=7).
Regarding curriculum for adult learners, Malcolm Knowles summarized the first major
adult learning theory in 1959 (Andragogy). He presented six assumptions about how adults
learn: (1) need to know, (2) learners’ self-concept, (3) role of the learners’ experiences, (4)
students readiness to learn, (5) students’ orientation to learning ( a self-directed approach), and
(6) students’ motivation to learn (Knowles, 1980,1989; Smith, 2002). Similarly, in 1997, the
American Psychological Association reported that . . . . “Learning . . . involves the generation of
knowledge, or cognitive skills and learning strategies. . . . [Most nontraditional] learners are
active, goal-directed, [and] self-regulating (Cognitive and Metacognitive Factors, para. 1).
Research suggests that adult learning and development needs are vastly different from those of
children; therefore, adult education curriculum should be reflective of best practice (Marshak,
1983; Sivan, 1986; Smith, 1999; Popper, et al., 2006; Zimmerman et al., 2009).
Environment Strengths and Opportunities

In 2013, the Solano County Library Foundation revised primary aspect of their overall
goals. In that, the organization made a commitment to offer students: a curriculum structure that
is more representative of how adults learn than their current model, more course flexibility
(choice of subject matters), more site-based decision-making emphasis, and a distant education
program option. The significance of this decision is that online access will give non-traditional
students more capacity to improve their social and financial status, irrespective of geographical
or time boundaries.
Program Proposal /Organization's Mission
This proposal aligns with primary aspects of the organization’s mission: to provide
effective adult literacy programs that serve as vehicles for the growth and development of the
communities it serves. This proposal highlights the relevancy of a strengths and needs
assessment, which is designed to understand problems and their extent, gather relevant
information about the target population, and to identify what gaps exist or do not exist (programs
and services). The outcome; therefore, will provide insights as to what needs the target
population identifies as primary; if those needs lacks support by current programs and services;
and if such needs align with the Solano County Public Library Foundation’s mission (Cafferella,
& Daffron, 2013).
Needs Assessment Plan
Data Gathering
Pearson’s correlation coefficient, partial correlation coefficient, multiple regression
coefficient, ANOVA, and statistical equivalencies could be used to analyze data from pre-and-
post-tests, priority rating charts, surveys, questionnaires, standardized tests, and alternative
assessments (Cafferella, & Daffron, 2013; Lodico, Spaulding, & Voegtle, 2010). Moreover,

qualitative methods that could be used include interviews and focus groups. To allow for in-
depth analysis of students’ current perception of tutoring programs and services, course delivery
method, and curriculum, the focus groups should be composed of current and prior students as
opposed to educators or administrators, parents, or other program affiliates. On the other hand,
interviews (semi-structured questions) with educators and administrators about their perception
of education programs and services are another highly effective mean of data collection
(Cafferella, & Daffron, 2013; Lodico, Spaulding, & Voegtle, 2010).
Assessment of Instruments or Activities
Because the strengths and needs assessment is designed to explore and understand human
perceptions, to determine if relationships exist between two or more variables, to identify
students’ needs, and to determine if gaps exist in current programs and services, and because the
framework will include random sampling, surveys, questionnaires, standardized tests, and
alternative assessments, a mixed-method framework will be used. It’s a common framework for
gathering information about complex topics and broad subject matters (Lodico, Spaulding, &
Voegtle, 2010, pp. 284-305).
Reliability and Validity
Relevant statistical tests and tools to consider include pilot tests, best practice for survey
questionnaires, Spearman rho, Phi-coefficients, point-bi-serial correlation, criterion-related
validity measures, ANOVA, multiple variable analysis, simple graphical regression, Venn
Diagrams, scatterplot and matrix (Lodico, Spaulding, & Voegtle, 2010).
Guiding Questions (Instrument or Activity)
The following questions could be used: (1) What is the problem or issue? (2) What are
the demographics of the target population? (3) What services are currently provided and by

whom? (4) What programs and services are state and federally funded? (5) What are primary
needs of the target population? (6) Which ones are not being addressed by current programs and
services? (7) What teaching and learning methods are most effective? (8) What course delivery
option is most preferred? (Cafferella, & Daffron, 2013; Lodico, Spaulding, & Voegtle, 2010).
Data Collection and Dissemination
To improve response rate, Best Practice suggests sending follow-up requests to the
participants. Program planners or their staffs usually collect other instrument responses and,
then, prepare them for data analysis using computerized databases and statistical programs.
Either way, information should be kept confidential (e.g., use file cabinets that are password
protected, restrict access to, and discussions about, information collected, and by use data
aggregate to disclose findings (Cafferella, & Daffron, 2013; Lodico, Spaulding, & Voegtle,
2010).
Distribution of Findings
Program planners write executive summaries or reports and then shared their findings
with stakeholders, educators, and administrators, community leaders, students and parents; and,
in some instances, through newspapers, articles, and relevant websites (Cafferella, & Daffron,
2013; Lodico, Spaulding, & Voegtle, 2010).
Program Outcomes and Learning Objectives
The second stage of an education program plan is the program’s outcomes and learning
objectives. Clearly defining these areas allow for the transfer of learning. In this design, the
desired knowledge, skills, attitudes, and outcomes are as follows:
Learning Objectives

The students will:
 Acquire knowledge of adult learning styles as well as adult teaching and learning
methods, concepts of metacognition strategies, self-directed learning, and self-regulating
 Acquire the ability to self-regulate, apply metacognitive principles, and self-directed
learning strategies
 Understand the values of maintaining positive motivation and orientation to learning
attitudes
 And also acquire basic knowledge of distance education programs and services
Program Outcomes
This phase of the process deals primarily with students’ participation and achievements.
In that, anticipated goals or actions should be clearly identified. Outcomes, therefore, will
(a) determine the primary needs of the target population, (b) identity which teaching and learning
methods are appropriate for adult learners, and (c) identify which course delivery option is most
suitable for or preferred by enrollees. Regarding aligning outcomes with institutions or
organizations’ goals, these are sufficient because they provide the Solano County, California,
Public Library Foundation with comprehensive adult literacy programs that could be used as
vehicles for the growth and development of communities it serves.
Moreover, learning objectives should support the outcomes. Therefore, in this
framework, students
 will be or will become aware of their orientation to learning and learning styles;
 have or acquire positive perspectives of their self-concepts, readiness, and motivations to
learn;

 have or acquire the knowledge, cognitive skills, and the ability to identify and apply
learning strategies that are necessary for success in distance education programs and
services (American Psychological Association, 1997; Cafferella, & Daffron, 2013;
Knowles, 1980).
Transfer of Learning
Let’s shift our focus, now, to the third stage of the process which is to ensure that the
program’s objectives provide opportunities for the transfer of learning. In other words, program
planners should identify what knowledge, skills, attitudes, and beliefs will transfer from the learning
environment to real-life. In 1959, Malcolm Knowles summarized the first major adult learning theory
“andragogy.” He presented six assumptions about how adults learn: (1) need to know, (2) learners’
self-concept, (3) role of the learners’ experiences, (4) students readiness to learn, (5) students’
orientation to learning ( a self-directed approach), and (6) students’ motivation to learn (Knowles,
1980; Smith, 2002). Flavell (1979) research showed that most adults use metacognition strategies in
conjunction with other adult learning methods; that knowledge is constructed, behaviors are
reinforced, and skills are acquired; and that mastery of metacognition principles improves self-
directed and self-regulated learning skills. Likewise, in 1997, the American Psychological
Association reported that . . . . “Learning . . . involves the generation of knowledge, or cognitive
skills and learning strategies. . . . [Most nontraditional] learners are active, goal-directed, [and] self-
regulating (Cognitive and Metacognitive Factors, para. 1).
As research suggests, adult learning and development needs are vastly different from
those of children; therefore, the program curriculum will follow best practice for the education of
adults. Students will acquire a broader, deeper knowledge base of adult teaching and learning
methods, including concepts and principles of andragogy, metacognition awareness, and

strategies, self-directed and self-regulating learning, as well as alternative assessments. This
approach will educate and expand students’ awareness of adults’ learning and development
needs—thereby enabling them to form attitudes and beliefs based on verifiable research findings.
In doing so, students will not only have the ability to self-regulate their learning and
development but also to apply metacognition strategies and self-directed learning principles.
Moreover, students will understand the values of maintaining positive motivational and
orientation to learning attitudes; they will also acquire a wealth of information regarding distance
education requirements. All of which will transfer from the learning environment to the real-life.
Transfer of Learning Team
Learning is a collaborative team process whereas members, such as students and educators,
rely on each other to achieve desired objectives and outcomes. In this design, the program director
[s], the faculty, and the students will be responsible for the learning process and the results (American
Psychological Association, 1997; Cafferella, & Daffron, 2013; Knowles, 1980).
Learning Strategies and Techniques
The program will use concepts and principles of andragogy, metacognition, self-directed
and self-regulating learning, as well as alternative assessments. These models suggest activities
that should occur before, during, and after transference of learning such as
 systematically designing the curriculum to allow for pre-and-post exams (standardized
and alternative assessments);
 feedback;
 self-management;
 application of learning strategies (e.g., acquiring, modifying, monitoring, storing, and
using information); and

 reflections—evaluation of academic progress as well as journal writings (American
Psychological Association, 1997; Flavell, 1979; Knowles, 1980).
Monitoring Guidelines
To ensure that program faculty can effectively oversee the administration of all activities (e.g.,
make changes, enhancements, or conduct assessments), both formative and summative evaluation
measures will be integrated into the curriculum (Lodico, Spaulding, & Voegtle, 2010, pp. 378-384).
Program Structure
Having discussed the initial phases of an education program proposal, including the needs
assessment and plan; program outcomes and objectives; and transfer of learning, we will, now,
overview the fourth stage of the process—program structure. It includes justification of the program
structure, its formats, and its resources.
Program Structure
The primary goal of the Solano County Library Foundation is to support adult literacy
programs and lifelong learning needs of communities it serves. Although non-traditional
students account for over 80% of Solano County public library adult literacy programs, the
organization does not offer its students the convenience of online learning, nor curriculum that
represents best practice for the teaching and learning of adults (entirely pedagogical). Therefore,
the program, in part, serves as
 a best practice framework for the education of adults,
 a strengths and needs assessment (designed to understand problems and their extent,
gather relevant information about the target population, and to identify what gaps exist or
do not exist),

 a roadmap or insights and guidance as to what needs the target population identifies as
primary and if those needs lack support by current programs and services, and
 if such needs align with the Solano County Public Library Foundation’s mission
(Cafferella, & Daffron, 2013).
Program Format
The Solano County, California, Public Library Foundation operates an adult literacy tutoring
programs. Face-to-face sessions are held weekly; schedules and locations are unique to each student.
The program serves a diverse, nontraditional student body of approximately 5600 students as of June
2015. The program, therefore, is designed to explore and understand human perceptions, to
determine if relationships exist between two or more variables, to identify students’ needs, to
determine if gaps exist in current programs and service, and for generalization purposes. As such, a
mixed-method framework will be used. It’s a common framework for gathering information about
complex topics and broad subject matters (Lodico, Spaulding, & Voegtle, 2010, pp. 284-305). The
program format will include some aspects of both distance and face-to-face learning. Groups will
consist of 20 or more students. All current and former students (within the last 12 months) will
receive surveys. Tentatively, the program commencement date is two weeks before the end of the
winter session (November 25, 2016). Duration of the program is 16 weeks. However, the actual
program format will depend, largely, on the number of participants.
Program Resources
This proposal aligns with primary aspects of the Solano County Public Library Foundation’s
mission that include providing effective adult literacy programs that serve as vehicles for the growth
and development of the communities it serves. In essence, the program proposal highlights the
relevancy of a strengths and needs assessment, which is designed to understand problems and their

extent, gather relevant information about the target population, and to identify what gaps exist or do
not exist (programs and services). The outcome, therefore, will provide insights as to what needs the
target population identifies as primary; if those needs lack support by current programs and services;
and, if such needs align with the Solano County Public Library Foundation’s mission (Cafferella, &
Daffron, 2013). To this end, resources needed include, but are not limited to, a program budget
sufficient to hire education administrators and staff (director [s] and facilitators), to cover the costs of
curriculum development, research administration, and renting of learning sites, or the administration
thereof.
Program Evaluation
The final stage of a program proposal is the evaluation process—a systematic assessment
of the methods, processes, and outcomes of a program. It includes a detailed description of how
the proposed program will be evaluated. The results not only determine its effectiveness but also
identify areas that could require further development or improvements. Often, funding sources
use the information to make decisions regarding program continuation or expansion. Most
program planners, therefore, craft designs that are user-friendly; in that, during implementation,
they usually make formative evaluation results readily available; near the end of the process or
upon its completion, they compile and make cumulative and summative evaluation reports
available. This framework includes a synopsis of the program, questions that guide the
evaluation, program evaluation documents, assessment of instruments or activities, questions that
guide the instruments or activities, implementation of instruments or activities, data analysis, and
dissemination of findings.
A Synopsis of the Program
The Solano County, California, Public Library Foundation has operated an adult literacy

tutoring programs for decades. Although the primary goal of the Solano County Library
Foundation is to support adult literacy programs and lifelong learning needs of communities it
serves. The organization does not offer its student body the convenience of online learning, nor
curriculum that represents best practice for the teaching and learning of adults (entirely
pedagogical). The overall purpose of the program proposal, therefore, is to
 identify and understand what problems exists and the extent of such;
 gather relevant information about the target population;
 determine the effectiveness of the program, in terms of whether it meets the
predetermined program outcomes and learning objectives; and
 if such findings align with the Solano County Public Library Foundation’s mission
(Cafferella, & Daffron, 2013).
Questions That Guide the Evaluation
Some questions could include:
 What is the relevancy of the program?
 As far as achieving desired outcomes and objectives, is the program’s structure logical?
 Including technical efficiency, what are the most efficient means of implementing the
program?
Program Evaluation Documents
Qualitative methods could include interviews and focus groups. As far as understanding
students’ perceptions of tutoring programs and services, course delivery method, and curriculum,
focus groups composed of current and former students would be appropriate. Likewise,
interviews (semi-structured questions) with educators and administrators about their perceptions
of education programs and services would be useful means of gathering relevant data. The

framework will also include random sampling, surveys, questionnaires, standardized tests, and
alternative assessments, a common approach for gathering information about complex topics and
broad subject matters (Cafferella, & Daffron, 2013; Lodico, Spaulding, & Voegtle, 2010).
Assessment of Instruments or Activities
The assessments are designed (a) to understand students’ perceptions of current teaching
and learning methods, (b) to determine if relationships exist between two or more variables, (c)
to identify students’ needs, and (d) to determine if gaps exist in current programs and services,
among others.
Questions That Guide the Instruments or Activities
Possible questions include:
 Are the expected outcomes relevant to the program’s objectives?
 Are the instruments capable of measuring such (reality)?
 How accurate will the data be (reliability)?
 Are proper resources available, including staff, program’s budget, and sufficient time to
conduct the evaluation?
 Were the objectives met, or to what extent?
 Was the program evaluation method effective?
 Was the program the primary cause of the observed outcome, or to what extent?
 Are the observed outcomes consistent with the expected outcomes or objectives?
Implementation of Instruments or Activities
To ensure that program faculty can effectively oversee the administration of all activities
(e.g., make changes, enhancements, or conduct assessments [pre-and-post exams]), both

formative and summative evaluation measures will be integrated into the curriculum. Some
statistical tests and tools that could be used include pilot tests, survey questionnaires, Spearman
rho, Phi-coefficients, point-bi-serial correlation, criterion-related validity measures, ANOVA,
multiple variable analysis, simple graphical regression, Venn Diagrams, scatterplot and matrix.
Program participants will receive follow-up requests, which will then be collected and prepare
for data analysis using computerized databases and statistical programs (Cafferella, & Daffron,
2013; Lodico, Spaulding, & Voegtle, 2010, pp. 378-384).
Data Analysis
The program staff will use Pearson’s correlation coefficient, partial correlation
coefficient, multiple regression coefficient, ANOVA, and statistical equivalencies to analyze
data from pre-and-post-tests, priority rating charts, surveys, questionnaires, standardized tests,
and alternative assessments. All data and other information will be kept confidential (e.g.,
password-protected file cabinets with restrict access). (Cafferella, & Daffron, 2013; Lodico,
Spaulding, & Voegtle, 2010).
Dissemination of Findings
Program planners will write executive summaries or reports and then shared such
findings with stakeholders, educators, administrators, community leaders, students, and parents.
In some instances, they may report findings through newspapers, articles, and relevant websites
In brief, the purpose of this essay is to fulfil EDUC 8103-6 Module 8 requirements by
presenting an overview of processes involved in the development of adult education program
planning models. Although there are numerous models available, their frameworks usually
consist of five primary stages: program proposal including needs assessment and needs

assessments plans; program outcomes and learning objectives; transfer of learning; program
structure; and program evaluation. This discussion includes topics that are relevant to the
construction of adult education program planning models including: the learn/ work
environment; major Stakeholders; immediate issue (s), concerns, gaps, or trends; organization's
mission; contextual factors influencing the situation; what knowledge, skills, attitudes, and
beliefs will transfer from the learning environment to real-life; key people who will ensure the
transfer of learning; transfer of learning strategies and techniques; processes for monitoring
during and after the program’s implementation; the synopsis of the program; questions that guide
the evaluation, the instruments, or the activities; program evaluation documents; the purpose of
the assessment instruments or activities; how program planners implement tools and activities,
analyze data, report findings, and justify resources, to name a few. For sample purpose, this
program proposal is specifically structured to address the educational needs of The Solano
County (California) Public Library adult literacy programs.

References
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MD8Assgn: A8: Course Project—Program Proposal

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MD8Assgn: A8: Course Project—Program Proposal