DePaul University

School for New Learning

Master of Arts in Educating Adults (MAEA) Program

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EA515: Developing Professional Identity, 4 cr hrs

Autumn quarter 2018

Cohort #22

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Five Saturdays: Sept. 8, Sept. 22, Oct. 6, Oct. 20, Nov. 3

9:00-12:15 /lunch break/ 1:00 – 4:15

Room TBA

Faculty

Catherine Marienau, Ph.D.

Loop Office: Daley 1430 (Jackson St. entrance, 14th floor)

cmariena@depaul.edu (best way to reach me)

312-362-6981(be sure to leave your phone # with your voice message)

Office hours: after class and by appointment

See Faculty Biography section below for further information

Course Description

Welcome to the first core course in MAEA, Developing Professional Identity.

In this foundational course of the MAEA program, participants will explore and refine their

philosophical orientations to their work as educators of adults as they systematically examine

their professional identity and construct their own philosophy of education. Each participant

will examine her/his assumptions, beliefs, perspectives, and skills in the arena of helping adults

learn. Participants will situate their own area of practice in broader contexts of adult learning

and adult education and will expand their professional networks. A philosophy of educating

adults, self-assessments/inventories, and action plans for future study in the MAEA program

will comprise the beginnings of a Program Portfolio. Participants will be introduced to the

Elements of Reflective Practice: Agency, Collaboration, Flexibility, and Inquiry (see MAEA

Program Guidebook for specific facets).

Learning Resources (Including Required Texts) & Learning Strategies

Learning Resources

This course has two required textbooks.

Pratt, D., Smulders, D., & Assoc. (2016). Five perspectives on teaching: Mapping a

plurality of the good, 2nd ed. Malabar, FL: Krieger.

Taylor, K., & Marienau, C. (2016). Facilitating learning with the adult brain in mind: A

conceptual and practical guide. San Francisco, CA: Jossey-Bass.

The above books can be purchased at the DePaul Bookstore or through a vendor of your

choice.

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MAEA Program Guidebook 2018-19 (hard copy provided, no fee; also available on SNL

grad resources website)

Other resources for this class include: articles and handouts; articles/handouts/exercises

used for activities in class; additional self-assessments (on line, free); videos; websites.

Recommended as refreshers (inexpensive on Amazon)

(reading) Adler, M., & Van Doren, C. (1972). How to read a book: The classic guide to

intelligent reading. New York, NY: Simon & Schuster.

(writing) Strunk, W., White, E.B., & Angell, R. (1999). The elements of style, 4th ed.

Boston, MA: Allyn and Bacon.

(documentation) Resources for APA documentation style: -

- APA site: http://www.apastyle.org/products/index.aspx

- Online Writing Lab, Purdue University, APA style:

https://owl.english.purdue.edu/owl/resource/560/01/

SNL Resources Especially Relevant to MAEA Students

CAEA (Center to Advance Education for Adults) http://caeacommcon.ning.com/

Programs and forums to exchange ideas and creative practices for helping adults

learn in diverse settings

Community Engagement Network (CEN)—website tba

Graduate Programs Blog http://inspiredideations.wordpress.com

SNL Writing Program http://snl.depaul.edu/writing/SNLAssignments.html

(See sample Applied Inquiry Projects for MAEA students)

Learning Strategies

Class sessions: Saturday class sessions will involve a variety of active learning methods,

including but not limited to: whole group and small group discussions, group exercises, group

and individual presentations, role playing, and in-class writing. We will watch videos and

explore websites. You will conduct and reflect on various inventories and self-assessments to

highlight your competencies as an educator of adults, to ascertain your learning and teaching

styles, and to formulate a personal philosophy as an educator of adults. Your current and

planned-for practices will be examined in light of relevant educational philosophies and adult

learning theories. You will share resources and strategies with one another. Assignments will be

individualized as needed to address your particular interests and circumstances.

Interaction with your classmates is both expected and valued in terms of contributing to the

learning potential of the participants. It is expected that everyone will attend and participate

actively in each class session.

D2L: Our D2L site will be used for the two-week period in-between classes. It will house all

assignments and resources under the “Content” section. Discussion forums will be used to help

you remain connected to the group and the material between meeting times.

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Learning Outcomes Assignments & Evidence

1) Create your individual profile as a

practitioner of educating adults

Integrating Essay, supported by session

assignments: inventories & self-assessments,

and reflection logs on discussions and readings

2) Create your individual profile as an

adult learner

Integrating Essay, supported by session

assignments: inventories & self-assessments,

and reflection logs on discussions and readings

3) Formulate and articulate your personal

philosophy of educating adults,

drawing on multiple perspectives

Integrating Essay, supported by session

assignments: inventories & self-assessments;

reflection logs on discussions and readings,

professional networks & resources, and

academic sources (from LLS 450a)

4) Situate your role(s) and responsibilities

as an adult educator in the larger

context of adult education.

Integrating Essay, supported by session

assignments: reflection logs on discussions and

readings, academic sources (from LLS 450a),

and professional networks & resources

5) Connect brain-aware perspectives on

adult learning to your area of practice

Integrating Essay, supported by session

assignments: reflection logs on discussions and

readings, academic sources (from LLS 450a)

6) Build a foundation of academic

sources and professional networks Documentation of and academic sources (from LLS 450a) and Professional Networks

7) Exercise agency for your learning in

graduate study

An action plan for future learning in the

MAEA program; self-assessment re Elements

of Reflective Practice

The Course Notebook – Your Major Deliverable for EA515

Your Course Notebook will contain evidence in line with the specified learning outcomes for

this course. It should be organized into six sections (details for each section will be covered in

full on the first day of class):

(1) Inventories and Self-assessments

(2) Reflection Logs (on readings, class discussions/activities)

(3) Professional Networks & Resources

(4) Academic Sources

(5) Action Plan for Future Study

(6) Integrating Essay

You may choose to add additional categories to capture other activities. Evidence of progress

on your Notebook will be requested at intervals throughout the quarter. The culminating product

for this course will be the Integrating Essay, which is due with the rest of your Notebook.

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Your complete NOTEBOOK is due no later than November 20, 2018.

Assignments for various Notebook sections are due for formative feedback: October 6

(session III) and November 5 (session V).

Assignments for each course session will align with sections of the Course Notebook. Your

Integrating Essay, rather than producing new material, will draw on what you have thought and

written about throughout the course. It is imperative that you stay current with assignments so

you (a) can contribute fully to in-class activities and discussions and (b) will have generated the

material needed to construct your Integrating Essay. While one anticipates new/further insights

in the process of preparing the essay, you will not need to go beyond your Course Notebook and

assigned readings to develop the Integrating Essay. Guidelines for the Integrating Essay will be

provided early in the quarter. We will review these guidelines several times so that you can

self-assess your own progress as well as receive feedback from me and your peers. Segments of

your notebook will be submitted to me for formative feedback during the course; the entire

notebook will be handed in at the end of the course for summative feedback and grading. A

loose-leaf binder (hard copy) or electronic portfolio can be used.

Means to Demonstrate Learning

The session assignments and evidences of learning (deliverables) typically are done in written

form. However, I am open to alternative ways you might propose to demonstrate some aspects

of your learning, as long as they are assessable. For example, you might propose: time in-class

to lead a discussion about a particular assignment; a mind-map rather than narrative; a recorded

oral presentation (tape recording or video); and/or another alternative. Keep in mind that the

Reflective Essay needs to be in permanent form as you will refer to it throughout your MAEA

program.

Reading and Writing Strategies: Graduate-level reading may take some adjustment, and in

this course we will focus on what this means and identify strategies together. Reading Guides

will be provided for the first few assignments to help you both navigate and synthesize the

reading material. Writing assignments are designed to help you engage in both reflective and

formal academic writing that incorporates source material. DePaul’s Writing Center is a

valuable, must-use, resource.

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Assessment of Student Learning & Grades

Assessment Criteria

Attendance/participation, all pieces of the Course Notebook, and D2L forum assignments will

be assessed on a points basis which will be used to determine your final course grade. The

possible earning points identified below are related to your final course grade for EA515. Total

number of possible points=100.

Class Participation (10 points) Includes in-class and D2L participation as assigned

A level work (10-8 points): engaged participation in all class sessions; ability to discuss

readings, draw on relevant life experience and overall contribute to the quality of the

collaborative learning experience; no unexcused absence or late arrival for class.

B level work (7-5 points): active participation in most class sessions, class preparation and

ability to discuss readings and relate them to practice setting with some degree of

thoughtfulness; minimal absence or late arrival for class.

C level work (4-2 points): inconsistent participation and preparation; demonstration of

some ability to link readings to practice though lacking in detail; pattern of absence or late

arrival for class.

Notebook Section 1 – Inventories & Self-Assessments (15 points)

A level work (15-13 points): analyzes themes and interprets the meaning of the data

obtained from all of the assigned inventories and self -assessments; provides rich

descriptive detail that informs and supports narrative. Submits work to instructor for

formative assessment at least two time during the quarter (sessions III and V).

B level work 12-10 points): analyzes some of the evident themes and interprets the

meaning of the data obtained from assigned inventories and self- assessments; provides

descriptive detail that informs and supports narrative. Draws from at least 2/3 of assigned

inventories and self-assessments. Submits work to instructor for formative assessment at

least once during the quarter (prior to session V).

C level work (9-7 points): completes up to ½ of assigned inventories and self-

assessments; provides basic description of experience but offers minimal analysis and

interpretation. Does not submit work for formative assessment.

Notebook Section 2 – Reflection Logs (20 points)

A level work (20-17 points): analyzes the readings (interpret, question, critique) to show

critical engagement with the material; articulates learning from each class session; poses

questions and issues from one’s practice; explores how different ideas and approaches

might inform one’s professional identity and/or practice; completes all the assignments.

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B level work (16-13 points): analyzes the readings with some interpretation; connects

ideas and/or approaches (at least 3) about ‘educating’ to one’s practice; notes changes in

development of professional identity; completes up to 2/3 of the assignments.

C level work (12-9 points): names ideas in the readings but offers little explanation;

describes experience in basic terms; makes surface links between ideas and experience;

completes up to ½ of the assignments.

Notebook Section 3 – Professional Networks (15 points)

A level work (15-13 points): addresses all elements of the professional networking

worksheet (provided); provides tangible documentation from at least 4 different sources

(e.g., people, places, informational interview notes, professional associations, websites).

B level work (12-10 points): addresses up to 2/3 of the professional networking

worksheet; draws on at least 3 different sources; provides more limited tangible

documentation.

C level work (9-7 points): addresses up to ½ of the professional networking worksheet;

draws on at least 2 different sources; provides minimal documentation.

Notebook Section 4 – Academic Sources (5 points)

A level work (5 points): Includes sources identified in LLS 450a, and at least three other

sources relevant to your focus area (e.g., referred to in class, recommended by instructor,

recommended by professional in the field)

B level work (4 points): Includes sources identified in LLS 450a, and at least two other

sources relevant to your focus area.

C level work (3 points): Includes sources identified in LLS 450a, and at least one other

source relevant to your focus area.

Notebook Section 5 – Action Plan for Future Study (5 points)

A level work (5 points): completes self-assessment re the Elements of Reflective Practice;

identifies (optional) focus area; articulates specific interests in and learning goals for the

Liberal Learning Seminars; identifies potential areas for the Electives; generates at least

one idea for the Applied Inquiry Project.

B level work (4 points): completes self-assessment of the Elements of Reflective Practice,

and identifies (optional) focus area. Generates ideas/plans for at least two: liberal learning

seminars, electives, applied inquiry project.

C level work (3 points): completes self-assessment of the Elements of Reflective Practice

and identifies (optional) focus area. Generates ideas/plans for at least one of the other

areas above.

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Notebook Section 6—Integrating Essay (30 points)

The Integrating Essay will be built on previous assignments and is the place where you can pull

things together. While the other parts of the Course Notebook will show how your thinking has

progressed over time, the Integrating Essay calls for reflection on and selective synthesizing of

what you have learned and produced in this course as a summative (albeit tentative) statement at

the close of the quarter. (guidelines for the Integrating Essay will be provided).

A level work (30-25 points):

Articulates and integrates knowledge and awareness of self and others, and

influences of context, on one’s practice as a learner and as an educator of adults

Incorporates ideas (theories, models) from the literature and class discussions with

explicit connection to the source(s)

Expands one’s ideas/perspectives on adults learning and considers implications for

future practice(s)

Articulates a personal philosophy of educating adults with specific reference to ideas

(theories) about brain-aware adult learning, perspectives on facilitating learning, and

other influences

B level work (24-19 points):

Articulates knowledge and awareness of self and others, and influences of context,

on one’s practice as a learner and educator of adults, but treats them as separate

rather than integrated components

Makes reference to ideas but with loose connections to the source(s)

Explores one’s ideas/perspectives on adults learning and considers implications for

future practice(s)

Articulates a personal philosophy of educating adults but with limited connection to

brain-aware adult learning theories, perspectives on facilitating learning, and other

influences;

C level work (18-13 points):

Addresses each of the above elements but with limited analysis, interpretation, and

connection among ideas and experience.

Late Work Policy

Assignments are due by the designated date(s). Please NOTIFY ME if you encounter

circumstances that prevent your timely submission of assigned work; and submit any work by

email to me as soon as possible, and complete late posts on D2L as soon as possible. The timely

submission of your assignments in this class will be a factor in your passing grade.

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Overview of Grading Points (100 possible)

Class Attendance/Participation 10

Notebook Section 1 – Inventories and Self-Assessments 15

Notebook Section 2 – Reflection Logs 20

Notebook Section 3 – Professional Resources 15

Notebook Section 4 – Academic Resources 5

Notebook Section 5 – Action Plan for Future Study 5

Notebook Section 6 – Integrating Essay 30

Points correlation to letter grading system for overall course grades:

A 100-95

A- 94-89

B+ 88-83

B 82-78

B- 78-73

C+ 72-68

C 67-62

NOTE: Students who receive an overall course grade of C- (below 62 points) do not receive

credit for the course and will need to re-take it.

Your Ongoing MAEA Learning Portfolio – Course Notebook as Foundation

The Course Notebook will be the starting point/foundation for the creation of your Program

Portfolio. As a student in the MAEA program, you will be compiling a collection of your

work, over time, that contains evidence of what you know and can do with respect to educating

adults. This is called the Program Portfolio. It will require you to engage in critical reflection

on what you are learning, how you are applying that learning, what results you are seeing and

seeking, and how you might improve your practice in educating adults. You will build your

Program Portfolio across the life of the MAEA program, drawing on your core courses,

electives, liberal learning seminars, work-based activities, and feedback from instructors and

others. The four Reflective Practice Seminars (held over 2 years) will provide a forum to share

significant aspects of learning as represented in your Program Portfolio and to receive feedback

from me (faculty mentor) and other students. You will make choices about what to include in

your Program Portfolio that represents your best work, significant learning, areas for future

inquiry and growth, and the like.

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General Map of Course Sessions

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NOTE: Any changes to our weekly course agendas/topics will be

discussed in class each week + ALWAYS CHECK our D2L site!

Specific assignments, including readings, will be given in advance of each class session.

The assignments will be geared to specific sections of your Course Notebook. These

assignments will help you prepare for class discussions and activities as well as the final

Integrating Essay.

For all assignments:

I will provide detailed instructions on all assignments in class and will post them to our D2L

site – it will be very important that you review the detailed instructions so you know what to

prepare for the assignment, and when it is due!

- Additional details for each Course Notebook assignment will be provided in class.

Note: The Course Map (topics of focus/discussion) may be modified as we progress, in

conjunction with the needs/interests of the group.

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Session/Date Class Learning Focus & Main Agenda Items

SESSION 1

Sept. 8

Beginning Your MAEA Journey – Engaging, Learning, Educating

Introduction and welcome to the MAEA program and Developing

Professional Identity

~Introduction to the course/overview of syllabus, assignments, reading

requirements, reading guidelines, other important materials

~

Class community guidelines

Activities center around:

- Anxieties and curiosities you bring to graduate study

- Profile of Cohort #22—practice settings, areas of interest, other

passions

- “Why” are you committed to helping adults learn?

- Your views on and experiences with adult learners & learning

contexts: Generative Knowledge Interviews

- Resources to share

- Elements of professional identity

- Key terminology

- Questions from your practice settings

- Branches of adult education

- Connections between EA 515 & LLS 450a Finding and Assessing

Information

- Element of Reflective Practice: Inquiry

- Assignments for Session 2

Session 2

Sept 22

Professional Identity and Networks in the Adult Learning Landscape

& Brain-Aware Learning

Discussions/Activities re the assigned Readings & D2L forums

Activities center around:

- Your assumptions about adult learners and learning (any changes

given your assigned readings?)

- Challenges you encounter in helping adults learn in your practice

setting

- Perspectives on brain-aware learning (Taylor & Marienau)

- Expanding your professional networks

- Element of Reflective Practice: Flexibility

- Assignments for Session 3

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SESSION 3

October 6

Styles, Perspectives, Practices in the Adult Learning Landscape

Submit Notebook Assignments for sessions 2 & 3

Discussion/Activities re the assigned Readings & D2L forums

Activities center around:

- Facilitating a 12-minute session—helping our group learn something

that matters to you

- 5 perspectives on teaching (Pratt & Smulders), including Teaching

Preferences Inventory (on line, free)

- Kolb’s Experiential Learning Cycle & Learning Styles, including

Educator Learning Style (on line, free)

- Self-assessment of Element of Reflective Practice: Agency

- Assignments for Session 4

SESSION 4

October 20

Philosophies & Theories in Practice in the Adult Learning Landscape

Discussion/Activities with Readings

Activities around:

- Philosophies of adult education & implications for practice;

- More on connecting Pratt’s 5 perspectives with your practice

- More on connecting brain-aware learning with your practice;

- Your emerging educational philosophies and professional identities;

- Collaborative feedback on shaping your Integrating Essays

- Review of criteria for assessment/grading;

- Self-assessment of Element of Reflective Practice: Flexibility

- Assignments for Session 5

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SESSION 5

November 3

Moving Forward with Your Program and Your Practice

Submit Notebook Assignments through Session V for instructor and

peer feedback.

Discussion/Activities with Readings and D2L forums

Activities center around:

- Peer review of your Integrating Essays

- Preview of core courses, Electives, Focus Areas;

- Review of MAEA program model;

- Sharing of professional resources & academic sources

- Self-assessment of the Elements of Reflective Practice

- Reflection, Self and Group Assessments

- Final assignments

Wrap-up and Celebration

Complete

Course

Notebooks

due no later

than

November 20

Expectations, Policies, & Other Resources

a. Adult/Professional Engagement: All course participants (students & instructors alike)

are responsible for co-creating the learning space of this course. In this regard,

professional engagement is expected from all—and particularly in areas of difference.

Such engagement manifests itself through punctual attendance, thorough preparation,

focused and respectful interactions (turning off electronic devices; curtailing side-

conversations; active listening; informed contributions; probing questions; involved

discussion; open-mindedness; etc.) as well as a high degree of both self-motivation and

self-accountability. In addition, as adults, we are all responsible for requesting what we

need to improve/sustain learning. The answer may be ‘yes’ or ‘no’---but, not to request

is to leave the matter to chance. For additional information pertaining to DePaul’s Code

of Student Responsibility, see: http://studentaffairs.depaul.edu/handbook/index.html.

b. Academic Integrity: Students are expected to adhere to the University’s policy

regarding academic integrity (involving plagiarism, cheating and other forms of

academic dishonesty). Violations of academic integrity will be adjudicated in

accordance with this policy. For additional information pertaining to Academic

Integrity, see following link:

http://academicintegrity.depaul.edu/AcademicIntegrityPolicy.pdf.

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c. Attendance: In accordance with adult/professional engagement (above) and, in

particular, the importance of co-creating the learning space of this course, students are

expected to participate and contribute within all class sessions. Lack of attendance

(absences, late arrivals, early departures, etc.) may, at the discretion of the instructor,

impact final grade assignment. Students whose lack of attendance is equal to, or in

excess of, one-third of all class sessions are advised to drop the course to avoid a grade

of C- or lower which would necessitate reregistering for the course.

d. Citation Format: SNL Graduate Programs has adopted the APA reference style for all

papers, presentations, etc. See most recent edition of Publication Manual of the

American Psychological Association. See also the Online Writing Lab at Purdue

University for APA format and guidance:

http://owl.english.purdue.edu/owl/resource/560/01/.

e. Classroom-based Research involving Human Subjects: Students are expected, when

conducting research through the auspices of this course, to exhibit concern for the

confidentiality and protection of their research subjects—guaranteeing anonymity

wherever possible. Should there be any possibility or intent to publish or otherwise

disseminate data and findings of research associated with this course, students are

required to file an application for review of their methods protocol with the IRB

(Institutional Review Board) prior to beginning any data collection. For additional

information pertaining to Classroom-based Research, see following link:

http://research.depaul.edu/IRB/IRB_Home.html.

f. Incomplete Grades: Students seeking an “incomplete” (due to unusual or unforeseeable

circumstances not encountered by other students and as acceptable to the instructor) are

to request such in accordance with the University’s policy regarding incompletes. To

request an incomplete, students are to complete and submit the required form in advance

of grading deadlines listed in the syllabus. Instructors are not obligated to accept all

requests for incompletes and may set a deadline earlier than a two-quarter timeline. For

additional information pertaining to “incompletes” (including required form), see

following link: See http://snl/StudentResources/Graduate_Resources/Grades.asp.

g. Learning Disabilities: Students who have need of an accommodation based on the

impact of a disability should contact the instructor as early in the course as possible for a

private/confidential conversation. In addition, students should contact the Center for

Students with Disabilities: for TTY: 773.325.7276 TTY, Loop Campus main phone:

312.362.8002, Loop Campus video relay: 312.724.6577; and see:

http://studentaffairs.depaul.edu/csd/csdstaff.html.

h. Writing Assistance: Students who wish assistance with their writing may seek such

through the DePaul Writing Centers. These centers offer resources for student writers

through both on-site and online services. Students are advised to consult the following

links for information pertaining to writing assistance:

http://condor.depaul.edu/writing/index.html and/or

http://snl.depaul.edu/writing/index.html.

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For on-campus and online tutoring, see the DePaul University Writing Centers at

http://condor.depaul.edu/~writing/.

How to work with the Writing Center at DePaul:

http://condor.depaul.edu/writing/what/Writing%20Center/wc.html

Faculty Biography

SNL has been my professional home for 36 years. My graduate work at the University of

Minnesota focused on curriculum and instruction, adult higher education, innovation in

higher education, and social & philosophical foundations of education. At that institution I

served as director of the University Without Walls undergraduate program for 11 years.

While at SNL, I have earned tenure and full professorship. I was on the design team for

the MAEA program and have served as program director since the program’s beginning

in 2006. I am pleased to serve as faculty mentor to MAEA students and to teach some of

the core courses. I came to SNL in 1983 as associate dean with the exciting charge to

create SNL’s first graduate program; I was founding director of the Master of Arts in

Applied Professional Studies (MAAPS) program for over 10 years and continue to serve as

faculty mentor in that program. I offer an undergraduate faculty-directed independent

study course on women’s issues. For 11 years, I have served on the leadership team for the

Center to Advance Education for Adults (CAEA) which offers value-added learning

opportunities for SNL students. Since autumn 2016, I have coordinated the Community

Engagement Network, which helps SNL students and alums connect with each other, with

DePaul resources, and with their community partners.

My career has been devoted to working with adult learners in individualized, competency-

based degree programs—my aspiration is to create environments for optimal learning for

adults in diverse settings. Outside of SNL, I consult with higher education institutions

around the country, as well as in Kenya and Ireland, on various aspects of adult learning

and education, e.g., competency-based education and learning, assessment of student

learning, prior learning assessment, reflective practice, and most recently, brain-aware

approaches to facilitating effective learning. I have served as faculty mentor to doctoral

students at Walden University since 1989.

Some of my publications are listed in the following References section.

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Additional Suggested Resources

During the course you may draw on the resources below to inform your Course Notebook work

and other assignments, and you may draw on this list throughout the program. Resources may

be added (into a dedicated section on our D2L site) based on your suggestions and the interests

of the class.

Adult Learning Resources (also see sources in MAEA Program Guidebook)

Auerbach, E. (1996). Adult ESL/literacy: From the community to the community: A guidebook

for participatory literacy training. Mahwah, NJ: Lawrence Erlbaum Assoc.

Baker, A., Jensen, P., & Kolb, D. (2002). Conversational learning: An experiential approach to

knowledge creation. Westport, CT: Quorum Books.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.

Englewood Cliffs, NJ: Prentice-Hall.

Beard, C., & Wilson, J. (2006). Experiential learning: A best practice handbook for educators

and trainers, 2nd ed. Philadelphia, PA: Kogan Page.

Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J. M. (1996). Women’s ways of

knowing: Development of self, voice, and mind. (anniversary edition). New York, NY:

Basic Books.

Boud, D., & Feletti, G. (Eds.) (1997). The challenge of problem-based learning, 2nd ed. New

York, NY: St. Martin’s Press.

Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.) (2000). How people learn: Brain, mind,

experience, and school. Washington, D.C.: National Academy Press.

Brewer, P., & Marienau, C. (2016). The theory and practice of prior learning assessment (pp.

399-421). In V. Wang (Ed.), Theory and practice of adult and higher education. Charlotte,

NC: Information Age Publishing.

Brookfield, S. (1991). Developing critical thinkers. San Francisco, CA: Jossey-Bass.

Brookfield, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic

classrooms. San Francisco, CA: Jossey-Bass.

Brookfield, S. (2013). Powerful techniques for teaching adults. San Francisco, CA: Jossey-Bass.

Brookfield, S. (2004). The power of critical theory: Liberating adult learning and teaching. San

Francisco, CA: Jossey-Bass.

Brookfield, S. (1990). The skillful teacher: On techniques, trust, and responsiveness in the

classroom. San Francisco, CA: Jossey-Bass.

Cassara, B. (Ed.) (1990). Adult education in a multicultural society. New York, NY: Routledge.

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Cervaro, R., Wilson, A., & Associates. (2001). Power in practice: Adult education and the

struggle for knowledge and power in society. San Francisco, CA: Jossey-Bass.

Chickering, A., & Associates (2014). Cool passion: Challenging higher education. Washington,

D.C.: Association of Student Personnel Administrators.

Chickering, A. & Associates. (1981). The modern American college. San Francisco, CA:

Jossey-Bass.

Chickering, A., Dalton, J., & Stamm, L. (2006). Encouraging authenticity and spirituality in

higher education. San Francisco, CA: Jossey-Bass.

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