Aging and The Search for Meaning – HRD 310
This course explores psychosocial and spiritual aspects of successful human aging. Multidisciplinary perspectives on aging will be examined including historical, psychological, sociological, cultural and religious. Learners will discuss key issues related to aging and the search for meaning through the lens of various genres (e.g., research, theory, fiction) as well as their own personal experiences.
Spirituality in Adult and Higher Education – HRD 551
This course examines the role of spirituality in adult and higher education. Historical and contemporary perspectives on ways in which spiritual issues influence the lives of learners and educators are explored. Questions this course investigates include: What is spirituality? How are core practices in adult and higher education such as learning, facilitating, advising, training, and managing affected spiritual practices? In what ways has spirituality influenced social change in adult education? How does understanding and practicing spiritual virtues influence the personal and professional lives of educators and learners?
The Older Learner- HRD 557
This introductory course examines key issues such as demographic trends, theories of aging, problems and opportunities in later-life learning, productive retirement, and educational opportunities for elders. A major goal of the course is to invite professional educators to explore human aging with an eye toward improving teaching and/or program development with elder populations
History and Philosophy of Adult Education – HRD 600
This course examines historical and philosophical foundations of adult education. Key trends and theoretical frameworks are explored. Students will be introduced to a range of adult education practice domains in Maine and elsewhere. Creating a community of learners and modeling other adult education practices is a central goal of this course.
Facilitating Adult Learning – HRD 630
This course examines the theory and practice of facilitating adult learning. The aim of the course is to develop a working knowledge of numerous approaches to facilitation including analysis of students’ strengths and weaknesses in particular learning contexts. Special emphasis is placed on developing skills in making presentations and leading group discussions.
Seminar in Adult Education and Human Resource Development – HRD 649
This seminar addresses current issues problems and topics in adult education and human resource development. Participants are to select, develop, and present topics of interest and, with the help of a variety of seminar protocols, produce a paper of publishable quality. Usually taken toward the end of the program, this seminar presents and opportunity to apply knowledge and skill to problems current in the field of adult education.
Action Research and Evaluation Methods – HRD 667
This course provides an overview of the role of action research within organizations and community settings. Primarily a “methods” course, a variety of techniques for collecting research data will be explored including nominal group, delphi, critical incident, focus groups, surveys, interviews and participant observation. Students will conduct an actual study and write a research report for a collaborating organization.
Support Seminar for – HRD 685/687/698/699
The major goal for this seminar is to provide individuals with an opportunity to share their experiences in field based professional activity and learn ways in which to improve their projects by way of discussion among their peers. The primary purpose of the independent project itself is to provide individuals with an opportunity to undertake an intensive focused study, often in a field setting, as a means of broadening, deepening, mastering, and integrating knowledge and skill in an important area of adult education or human resource development. While individuals are doing self directed work outside of class, they are invited during the support seminar to be a part of a critical friends group, i.e., a group of peers who support and energize each other’s self-directed work. Common required readings develop understanding of the practice of adult education and form a focus for seminar discussions.