Course Syllabus CAHA 760

International Adult Higher EducationSpring Term 2014

February 2014 to May 2014

Basic InformationCourse Number

CAHA 760

Course Title

International Adult Higher Education

Professor Dr. Rey TyDays and Time

Thursdays, 6 PM – 8:40 PM

Office Gabel Hall 201-D Faculty RoomClassroom Graham 339, Main CampusEmail rty@niu.edu, Subject Line: CAHA 760Office Hours

Before and after class and 12 noon-1 PM or 4:30 PM. Planto discuss your issues and concerns before and afterclass with the professor. Do *not* rely on emailcommunications only, as there is no guarantee that I willreceive them or that they will be replied in a timelymanner. Please give me at least 24 hours to read andreply to your inquiries about the papers you submit. Notethat I will for the most part respond after regularoffice hours, which means add more hours, if you emailedme during office hours; weekend not included.

Learning ContractCourse Description

Examination of the present status of adult continuingeducation in selected foreign countries. Emphasis onscope, purposes, and development of adult continuingeducation institutes and programs internationally.

Course Objectives

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

2. To provide participants with a basic framework forthe analysis of the role of multinationalgovernmental organizations such as UNESCO and otherUN specialized agencies, development and aid

agencies such as the World Bank, USAID, etc. in theadult education field.

3. To introduce participants to selected individualcountry adult education programs and practices inAfrica, Asia, Latin America.

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

5. To examine the role of selected regional NGOs andnetworks such as

a) African Association for Literacy and Adult Education(AALAE) https://tinyurl.com/makfvbv

b) Consejo de Educación Popular de Adultos de AméricaLatina y el Caribe (CEAAL )http://www.ceaal.org/v2/index.php

c) The Asia South Pacific Association for Basic andAdult Education (ASPBAE) http://www.aspbae.org/

What We Will Do

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

Readings Many readings for this class are posted in theblackboard and in the form of links. Use Blackboard toaccess the information and your NIU e-mail forparticipation and information. The announcement sectionon Blackboard needs to be checked for weekly postingsand class activities.

Format This will be a seminar-format class. Participants willbe required to prepare for class by completing theassigned readings, class presentations, developing andsharing information over the internet and using e-mail toexchange information. The class will draw on theexperiences of the participants and utilize case studies.Participants will be required to actively participate inthe class discussion.

Class Decorum

Mutual respect; safe zone; zero tolerance; no bullying;don’t share any information you do not want to; no putdowns; no invectives; no expletives; use inclusive & non-sexist language; two tardies equal one absence; remain inclass for the entire session or else be considered

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absent; be polite; alright to disagree but do not attackthe person; no sleeping; turn off *all* electronicdevices; no cell phones; no laptop computer; nodistracting side conversations; no Sudoku, crosswordpuzzle, and other games allowed; no MP3 players; notexting; no reading of newspaper, magazines or any otherreading materials not used in this class; no sit-ins; nobabies and children in the classroom. If the universitypermits, food & drinks are allowed but please clean upafter yourselves. Everyone has an equal chance to speakout around the table; hence, no “super nova,” no “pingpong,” and no “popcorn.”

Don't Missthe Forestfor the Trees

Reading materials both answer and raise questions. Theprofessor will not have all the answers. This course will*not* describe in full details historical and currentevents, recording facts, figures, days and dates duringwhich certain events took place. You will *not* becommitted to memorizing facts and figures, which you willsoon forget after the academic term ends. We will attemptto see the bigger picture and not get caught up in theminute details. Students will be exposed to analyticalframework, theories, and concepts which will help youdevelop your own answers and which you will remember longafter you leave the university.

Class Requirements

Active participation in class discussions will beexpected. Both attendance and class participationwill count towards the final course grades. Somesessions will be online (class cancellations andTBA) during which online participation is required:at least one substantive input and at least onesubstantive feedback.

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

Course Project 1 of 3

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

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

video that discusses issues presented in this class.Present the video to the class and discuss theissues that the video is showing. Example: in

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previous class a student selected a short video byGreen Peace (about 10 minutes) that discussedclimate change and the effect in the economy andlife in a coastal village of Brazil.

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

c) The video that you search and present does not needto be about a problem (like the previous one) but itcan be about solutions found to poverty, educationalinnovations, literacy worldwide and in general thetopics described for this class. Since this class isabout international issues in education, the videocannot be about a community or situations in theUnited States.

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

critiquing the video is also required.f) You will need to send me the link to the video to

post it on blackboard at least with 36 hours ofanticipation. (Do not send it five minutes beforethe class).

g) Video presentations and lead discussions will bebased on alphabetical order of your last names. Youwill need to sign in the first class to set the datefor presenting & discussing your video. Provideguide questions to lead the discussion.

h) Clarifications about this assignment will be done inthe first class.

i) Due on the date of scheduled presentationsthroughout the semester.

Course Project 2 of 3

For thematic presentations of articles and chapters aswell as lead discussions, pick the reading materials onthe list in the syllabus or discuss with me if you wantto use other materials, making sure you email thematerials or the links or both to everyone in class atleast one week prior to your presentation so thateveryone has enough time to read them. On day one, fillout the sign-up sheet for scheduling your presentations.

Class Participation

The professor acts as a facilitator. As students areresponsible for active learning and participation, theymust come to class having read the reading materials. Onthe day of your presentations, each student will lead

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team-building activities at the start of each classsession. You have to come to class having done thereading in advance and to participate actively andsubstantively in discussion. Questions to guide you inyour readings & other educational materials: (a) What arethe central problems, debates, questions, key argument,and evidence for the arguments? (b) What are the problemswith the argument? What are your counter-arguments? Howdid this reading material or other education materialcompare to other materials? What questions were raised?Limitations? (c) Your recommendations?

Course Project 3 of 3

Major research paperParticipants will be required to undertake a major courseproject related to international adult education orhigher education but not necessarily to the topics orissues covered in class.

Rubric for peer evaluation will be discussed and isavailable online.

a) a major research paperb) a class presentation of about 15 minutes, including

Q&A. Students will present their work on a PowerPoint file. See, use, & modify template asnecessary.

c) submit and present the final paper in an internationalconference, if at all possible.

d) have IRB form approved and consent forms signed, ifconducting original research involving interviews,etc. Sample here at https://tinyurl.com/lqruu6x

Deadline: Paper due on April 24 2014

Sample Topics forResearch Paper

Examples of international issues for the research paperare:

1. Education, Social Networks, and Activism of aninternational non-governmental organization (in aselect country, for instance)

2. Women, international development, and social change3. Women and teaching in international settings4. Poverty, wealth, and aid5. Nature, climate change, and sustainability

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6. Disease and global health care7. Literacy and international development8. Training and adult education in an international

context9. The globalization of knowledge/technology10. The politics of international aid and its

implications for adult education11. Adult learning in a changing world12. The role that non-governmental organizations

(NGOs) play with education and its relationship withadult education

13. The role of international governmentalorganizations such as: UNESCO, UNICEF, UNDP andothers and its relationship with adult education.

14. The United Nations, the World Bank, and theInternational Monetary Fund

15. Influences exerted on the policy and thepractice of lending and its implications ineducation.

16. The political economy of adult education17. The economic policies such as structural

adjustment, that produced of social inequality,social marginalization, forced migration indeveloping countries.

18. Issues in sustainable development,environmental issues, participation with emphasis ineducation, training and results are importanttopics. Local and regional organizations, such as:CEAAL, ICAE, AALAE and their role in shaping issuesin adult education.

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

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

Absence and Dropping Policy

Mandatory attendance. You may be excused from class forreligious observances but I need to have at least 48-hournotice. Two absences result in a letter grade deduction,significantly lowering your final grade, for example,from A (no absence) to B (absence). Three unexcusedabsences amount to failing the course. In terms of

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dropping from the course due to absences, we will followthe university’s policy, for which the students areresponsible. You are responsible for dropping from thisclass by the official deadline date.

Personal and FamilyEmergencies

Absence due to personal medical reasons and death in theimmediate family are the only valid excuses. Please bringmedical certification or death certification,respectively. Let me know of your personal and familyemergencies so that you may be excused from some of theclass 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 havemissed due to your absence: you are.

WithdrawalPolicy

The student is responsible for keeping track of theuniversity’s withdrawal deadline. If you choose to stopattending class you are responsible for withdrawing fromthe course. I will not do so for you. If you stopattending and have not withdrawn, a failing grade will beentered.

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

Standards-Based Holistic Grading Policy

An “A” indicates an excellent and exceptionalperformance. This grade is reserved for students whosework demonstrates an extra-ordinary level of competenceand distinction. A perfect attendance record is anecessary but not sufficient criterion of excellence. Astudent who regularly or always reads all the assignedmaterials before class meetings and volunteers criticalcomments and engages critically in dialogues, will meetthis standard. “B” is assigned to a satisfactoryperformance of an assigned task. This grade indicatesthat no new insight has been added, and that thestudent’s performance is above average. “C” indicates anaverage performance by a student. This grade usuallyindicates that a student barely met the requirements of atask and needs to work harder. Very few students get a“D”, which indicates a less than satisfactory (i.e. belowaverage) performance of tasks, and even fewer studentsobtain an “F”, which indicates a failure to perform up tothe minimum level of expectation. Pluses (+) and minuses(-) are used to indicate better or lesser performance

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levels between the grades. Students whose performancefalls consistently at or below “C” average should contactme early on to find ways of addressing possible problemsof comprehension, interpretation, and writing.

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Class Work (Rubrics Provided for Requirements R1, R2, &R3)

Email each and every requirement to rty@niu.edu. Thankyou.

Points

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

20pts 30

pts2. R1: One-page summary, critique, and recommendations.

Due: date of presentation. Email to rty@niu.edubefore class.

10pts

3. Class participation 10pts

30pts

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-basedformat in PPT). Make your own PPT. Due: date of presentation. Email to rty@niu.edu before class. Postlink to closed FB page.

10pts

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

10pts

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.edubefore class.

20pts

40pts

7. R3: Main paper submitted on time online. Your paper must contain all the elements in the PPT rubric with chart. (Evaluation rubrics: http://tinyurl.com/ljd8xlq http://tinyurl.com/mxlmafz http://tinyurl.com/lbdwm9xhttp://tinyurl.com/ljd8xlq). Email paper to rty@niu.edu before class.

20pts

Total 100 pts

100 pts

Grading≥ 90 to 100 A

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70 to 89 B60 to 69 C49 to 59 D0 to < 48 F

Extra Credits

All students will have the same chances to work on aproject for 10 extra credit points max. Talk to meimmediately if you want to work on a project, whichneeds my approval.

Disclaimer Test schedules, class schedules, and reading assignmentsare all subject to change with notification to studentsattending class. We will follow the flow of our courseoutline. Some topics might need less or more time;hence, adjustments will be made accordingly. Studentswill be notified of changes in class and online. Guestlecturers will come when available. The professor is notresponsible for what you have missed during yourabsence.

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), currentevents (CE) from BBC, New York Times, and other reputablesources, energizer (E), guest speakers (GS—scheduledbased 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-WritingPreference (VARK), Concrete Experience, ActiveExperimentation, Reflective Observation, AbstractConceptualization (Kolb). Seehttps://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 ofdishonesty in academic matters. See

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http://www.niu.edu/communitystandards/audience/faculty_staff.shtml

Writing Help For help with organizing your ideas, grammar, citingsources, avoiding plagiarism, sample assignments andmuch more, go to the Writing Center

Statement onAcademic Accommodations

Students who feel they may need an accommodationbased on the impact of a disability should contactme privately to discuss their specific needs. Alldiscussions will remain confidential.

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

Tentative Schedule of Classes, Readings, and Other InstructionalMaterials

Dates Topics1) Introduction: Expectation Check, Review of

Assignments, International situation workshop,International situation & education workshop

How to write an academic research-based paperhttps://tinyurl.com/n53dcwk

A. Williams (2011). Foreign travels & facultydevelopment https://tinyurl.com/lfxoegz

D. Hebert. (2012). International comparisons in theimprovement of education.http://tinyurl.com/mltd4wj

T. Holmes. (2008). Student Study Abroad.http://tinyurl.com/pkk7gtn

Ty. (2013). Education definitions, pp. 26-302) Conceptual Framework: Education

http://tinyurl.com/kbckhyr, adult education http://tinyurl.com/kbybgb6, international educationhttp://tinyurl.com/kwwgdrx, NIU international education http://tinyurl.com/m23zbos

Educational reform and the liberal State, what itmeans for the different sectors of education interms of policy?

The changing role of the state. Short reading and discussion Meek, V.L. (1994). Education and the

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State. In: Husen, T. & Neville, Postlethiwaite, T. Eds. InternationalEncyclopedia of Education Second Edition London: Pergamon.London. #45 to 52 on course documents or #5,to #12 in theassignment 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) Februa

ry 06 Guest speaker: Dr. Jorge Jeria. He developed from

1990 a series of programs in Brazil, Chile andChina with the participation of students fromNorthern Illinois University graduate program inadult higher education.

International adult and higher education in aglobal world. Diagnostic & review of concepts suchas philosophy history, education, adult education,international education, comparative education,international education at NIU, history andphilosophy of organizations, globalization,internationalization, colonialism and others. Whatshould we care? In what ways can we make adifference?

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 theassignment section on Blackboard

5) February 13

Gender and International Education: Women’sPerspectives Worldwide, Education, Work, andTraining

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 onpopular education, non-formal education, PauloFreire’s educational concepts, social movements andpolicy making as it relates to adult higher

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education. He works a great deal with NorthAmerican, Chilean, Brazilian, Mexican and otheradult 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 oncourse documents and #2 in the assignment section

7) February 27

International Political Economy and InternationalEducation: 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 andImplications for Adult Education, Global North,Global South, Inequality, and Adult Education,Global Economies, Development and Underdevelopmentparadigms used to explain educational and socialpolicies and its economic impact.

Short reading and discussion Wal-Mart Invades, and Mexico GladlySurrenders #3 in the assignment section Blackboard

Farmer, Paul. (2012). Haiti After the Earthquake http://tinyurl.com/n6dtu25 http://tinyurl.com/mxlosol

Stiglitz, J. (2003). Globalization and Its Discontents. https://tinyurl.com/nyfxgj2

Stiglitz, Joseph E. (2013). The Price ofInequality: How Today’s Divided Society EndangersOur 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, andInternational Education: View from Below, OrdinaryPeople, NGOs, Civil Society, Adult Education, andthe Anti-Globalization Movement; the rise of NGOs;civil society and adult education. Social movements

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and adult education, the anti-globalizationmovement; Responses to economic changes,globalization, economic regionalization. Equalityand 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, thepower of peasants #14 in the assignment section onBlackboard

Ty. (2013). Section on the Role of Intellectuals,Social Movements, NGOs, and Civil Society.

Gramsci, A. (1971) Selections from the prisonnotebooks. https://tinyurl.com/lt5dzuo

“Development through Non Formal Education” T.J. La Belle, and C.R.Ward. In: Husen, T. & Neville, Postlethiwaite,T. Eds. InternationalEncyclopedia of Education Second Edition London: Pergamon.London.

Japan’s Peace Boat Journeys to Confront BuriedCrimes of the Past & Build Ties for a HopefulFuture. https://tinyurl.com/jvqn2ep

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

*Zinn video. The interpretation of history.https://tinyurl.com/n7mnhgw

Gramsci, A. (1971) Selections from the prisonnotebooks. https://tinyurl.com/lt5dzuo

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

and Radical Adult Education.https://tinyurl.com/k5mfn9e

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

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

Ty. (2013). pp. 81-92 ff9) March

13NIU Spring Break

10) March 20

Guest speaker: Dr. Jorge Jeria, 6 PM: Poverty, Education, UNESCO, International

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Organizations, and Poverty Alleviation His international work reaches a number of

activities from his participation with the Councilfor Adult Education in Latin America (CEAAL), theInternational Council of Adult Education (ICAE) ,the Paulo Freire Center at the University ofPernambuco in Recife, UNESCO Institute for LifelongLearning (formerly UNESCO Institute of Education)in Hamburg, Germany, UNESCO/OREALC in Santiago,Chile and the Intituto Nacional para la Educaciónde 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: MilitaryDefense, Security, Nuclear Weapons, Terrorism,Human Rights, International Humanitarian Law & Lawsof War, Reaction, Reform, Revolution, and SocialChange

Activism in Bahrain Crackdown:https://tinyurl.com/n47ycl8

Documentary co-directed by an Israeli Jew and aPalestinian Arab about a Palestinian village “5Broken Cameras” http://tinyurl.com/kdfjcbz

Documentary about Guatemala, “Granito: How to naila dictator” http://tinyurl.com/jwyzbfc

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Eltahawy, M. (2012). Why do they hate us?http://tinyurl.com/bm988t3

Sik Son. (2007). From student activism to a way oflife: A case study of student activists-turnedpeasant activists in South Korea. DoctoralDissertation. NIU. https://tinyurl.com/kh2a8qp

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

Ty, R. (2011). Social injustice, human rights-basededucation and citizens’ direct action to promotesocial 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 WesternTerrorism: 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 apretty long list. http://tinyurl.com/pmt4b3e

South Sudan Reaches Ceasefire & Neocolonialism Documentary. https://tinyurl.com/mdaqyco

Turse, Nick (2013). Kill Anything That Moves: TheReal American War in Vietnam (American EmpireProject) http://tinyurl.com/ktvdy3bhttp://tinyurl.com/l6lvphj

Wise, David. ( 2011). Tiger Trap: America’s SecretSpy 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 of16

churches in South Africa, Zimbabwe, and Zambia.https://tinyurl.com/mrs26xn

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

14) April 17

Work on final paper

15) April 24

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

16) May 01 Presentations and Feedback17) May 08 Formal Evaluation

Academic, Professional, and Activist Conferences in the U.S.A. andOverseas:

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/

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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).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 andTraining, 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 AdultEducation and Training, Second Edition, London: Pergamon. P.p.221-228

La Belle, T.J. and Ward, C.R. (1996). Development through nonformaleducation. In: A. Tuijnman. Editor, International Encyclopedia ofAdult 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 AdultEducation 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 andTraining, Second Edition., London: Pergamon. P.p. 239-245

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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 KingsleyPublishers 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 andlived experience of Jamaican nontraditional female students inhigher 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. DoctoralDissertation. 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: Nationaldevelopment 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. DoctoralDissertation. NIU. https://tinyurl.com/klpp539

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

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

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

Huntington, S. (1993). The clash of civilizations?http://tinyurl.com/dmyvdd

International review of education. (1984). [Special edition]. Adult educationin a rapidly changing world. 30 (3). Hamburg: UNESCO Institute foreducation.

Jarvis, P. (1993). Reconceptualizing adult education for development:A Western European Perspective. In Slovene Adult EducationCentre. Rethinking adult education for development. Ljublana: SloveneAdult Education Center.

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

Konate, M. (2011). The voices of women who participate in onegrassroots organization in Mali: The case of women of Lassa inYiriwaton. 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 AdultEducation and Voluntary Organizations - The Hungarian Experience.https://tinyurl.com/mpv2udh

Phiri, I. (1996). When churches preach politics: A comparativeanalysis 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 formerSocialist countries of Europe. In Slovene Adult Education Centre.Rethinking adult education for development. Ljublana: Slovene AdultEducation Center.

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Razvi, M. (2006). Empowerment of low-income women in India: Emergentfemale grassroots leaders in Ahmedabad, Gujarat. DoctoralDissertation. 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 fromliteracy. Compare, 23, 159-75.

Romain, R.I., and Armstrong, L. (1987). Review of World Bank operations inNonformal education and training. Education and Training Series, ReportNo. 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 EndangersOur 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 forPower, Human Rights, Social Justice and Social Change. Saarbrücken: LambertAcademic Publishing.

UNRISD. (1995). States of disarray: The social effects of globalization. Geneva:UNRISD.

Vio Grossi, F. (1993). Adult education in Latin America. In SloveneAdult Education Centre. Rethinking adult education for development.Ljublana: Slovene Adult Education Center.

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

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

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

4ExceedsStandard

3Meets

Standard

2Nearly Meets

Standard

1Below

StandardScore Encompasses

all the required criteria at a highly

Meets the basic requirements. A paper inthis

Meets some thebasic criteria. A paper in this category shows

Meets some of the criteria, but not at a level of proficiency. A

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proficient level. A paper in this category shows asuperior command of the tools oflanguage. Itexhibits some or all of the following characteristics:

category shows anadequate command of the tools oflanguage. Itexhibits some or all of the following characteristics:

a less than adequate command of thetools of language. It exhibits some or all of thefollowing characteristics:

paper in this category showsa consistent pattern of weakness in using thetools of language. It exhibits some or allof the following characteristics:

Knowledgeof theSubjectMatter

*excellentlyuse & defineappropriate concepts, literature and explain theories appropriate to the paper*brings forth new orexpanded 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 newor expanded ideas and make a practical application

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

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

Evidenceof

Researchand

Resources

*quality & types of sources enhance topic

*includes required number & type of sources

*number or type of sources are nearly sufficient

*significantlyinsufficient number or types of sources

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Cited *an extensive variety of relevant, accurate, & reliable sources expand ideas& give credibility to the research*properly cite from primary or secondary texts*apply a concept fromthe researchto an original idea

*doing the research butnot necessarily making a clear connection between the research anda clear idea*Properly cite resources

*don’t properly use the research in support of their ideas*citations contain minor errors (failure to list author, etc.)

*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 useddoes not support or contradict argument presented

Addressesthe Topicon Hand

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

•directly answers the question asked•meets all the requirementsof the assignment or concept

•indirectly answers the assigned question•meets the majority of the assignmentcriteria

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

Originality

•evidence oforiginal thought throughout the work•clear application of the concept

•evidence oforiginal thought throughout the work with a reference tothe assignedtopic

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

•Random original thoughts•no cohesion among ideas presented

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being addressed

Focus &Organizat

ion

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

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

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

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

Analysis,Critique,

andSynthesis

*compelling,relevant, valid, & credible analysis & interpretation*significantdepth*sophisticated synthesis

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

*analysis or interpretationare 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

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of information

made in conclusion

Elaboration,

Support,& Style

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

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

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

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

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missing elements

Grammar,Usage, &Mechanics

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

•good sentence structure•varied prose•good choiceof vocabulary appropriate for the subject matter• number andtype of errors not sufficientto interferewith meaning• consistentcommand of StandardEnglish• few, if any, spelling, capitalization, grammatical,or usage errors• competencein coordinationandSubordination

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

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

A 0 paper is a paper that is not scorable because of the following:• it was submitted after the deadline• it fails to meet the project criteria

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

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