Florida Atlantic University Department of Educational Leadership College of Education COURSE NUMBER: ADE 6265 COURSE TITLE: Organization and Administration of Adult/Community Education CATALOG DESCRIPTION A comprehensive overview of the principles and processes essential for effective management of adult or community education programs. Addresses the state competencies for adult education* administrators. Prerequisite: At least one course in adult education, preferably ADE 6381 or ADE 5185. CONNECTION TO CONCEPTUAL FRAMEWORK: This comprehensive overview of the principles and processes essential for effective management of adult or community education programs incorporates both theory and practice is designed to produce educational leaders who have a broad base of understanding from which to make effective decisions. Emphasis is placed on multicultural sensitivity, ethical practice, and lifelong learning to maintain capability throughout one’s career. REQUIRED TEXT Galbraith, M.W., Sisco, B.R. , Guglielmino, L.M. (1997). Administering successful programs for adults: Promoting excellence in adult, community and continuing education. Malabar, FL: Krieger Publishing Company. Romney, V.A. (1996). Strategic planning and needs assessment for schools and communities. Fairfax, VA: National Community Education Publication Series. RECOMMENDED READINGS (At least two books from following approved list or targeted readings as required by the instructor))      

Bagin, D., Feguson, D., & Marx, G. (1988). Public relations for administrators. Arlington, VA: American Association of School Administrators. Bolman, L., & Deal, T. (1984). Modern approaches to understanding and managing organizations. San Francisco: Jossey-Bass. Boyatzis, R. E. (1982). The competent manager: A model for effective performance. New York, NY: John Wiley & Sons. Carlson, R.V., & Awkerman, G. (editors). (1991). Educational planning: Concepts, strategies, and practices. White Plains, NY: Longman Publishing. Eurich, N.P. (1990). The learning industry: Education for adult workers. Lawrenceville, N.J.: Princeton University Press. Geddes, D.S. (1995). Keys to communication: A handbook for success. Thousand Oaks, CA: Corwin Press.

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Kowalski, T.J. (1988). The organization and planning of adult education. Albany, NY: State University of New York. Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York, NY: Cambridge. Silberman, M., & Philips, P. (1998). Team and organization development sourcebook. New York, NY: McGraw-Hill. Vinnicombe, S., & Colwill, N.L. ((1995). The essence of women in management. Hertfordshire, UK: Prentice Hall. Webb, L.D., & Norton, M. S. (1999). Human resources administration : Personnel issues and needs in education, third edition. Upper Saddle River, N.J.: Merrill.

AUDIOVISUAL TECHNOLOGY Overheads Portfolio PowerPoint presentations Word Processed Materials World Wide Web Cybersites Video GUIDELINES IN DEVELOPING COURSE Knowledge, Attitudes, Skills for Adult Educators [KASAE] International Society for Technology in Education [ISTE] Local school leaders Florida Principal Competencies [FPC: 1,2,3,5,8,9,10,13,14,15,16,17] NCATE skills and attributes [NCATE] COURSE OBJECTIVES The purpose of this course is to provide resources for learners to develop or strengthen the following competencies for adult education* (encompasses adult education, community education, continuing education, human resource development, instruction in higher education and self-directed learning):    

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To understand the major theoretical frameworks associated with organizational behavior and theory as they apply to adult education* services and agencies. [KASAE 24,25,30] To clarify and articulate a defensible and useful personal philosophy concerning organization and administration, addressing one's goals and ideals, style, and leadership ability. [KASAE 10, 19,21,25,29] To understand the organization of adult education* programs in Florida and beyond in a variety of settings. [KASAE 10,21,33,47,53,63,64,65] [NCATE 6.1,6.2,11.1,11.4] To expand awareness of the unique role of adult education* administrators and to improve one's ability to interpret adult education to decision makers and other resource allocators through effective marketing, collaborative groups, team building, etc. [KASAE 9,27,31,46,48,49,51,52,53] [NCATE 10.2] [ISTE 1.1.2,1.2.2,1.2.4,2.2.1,4.3.3] To understand the legislative basis for publicly-funded adult education* programs at the federal, state and local levels. [KASAE 21,27,28,30,47,57,63,64,65] To demonstrate a clear knowledge of funding for adult education* including alternative

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finance (grants, procurement/scrounging, shared resources, etc.) from both public and private sources. [KASAE 28,58,59] [NCATE 8.1, 8.2,8.3,8.4] [ISTE 2.2.2,2.2.3,3.2.3,4.5.2,5.4.2,5.5.1] To identify methodology and management information systems for tracking monies, use of facilities and personnel in a cost-efficient manner. [KASAE 22,41,42,54] [ISTE 1.2.1,1.2.4,2.2.2,2.2.3] To identify recommended practices for working with advisory groups, committees, boards and other affiliated groups in adult education*. [KASAE 53,54,55,56,67,68] [NCATE 2.4,11.7] To recognize the importance of a successful and continually improving personnel system (recruitment, hiring/firing, retention, training/development) for full-time, part-time, and volunteer personnel in adult education*. [KASAE 26,34,50] [NCATE 1.2,4.1,4.5] To improve one's ability to plan, promote, and evaluate adult education* programs and facilities through use of geo-demographic data, statistical/trends analysis, and valid and reliable assessment techniques. [KASAE 15, 16, 22,29,32,37,40,41,60,61,62,66,69,70,71] [NCATE 2.1,2.2,3.8] [ISTE 1.2.4, 1.2.1,2.4.3] To provide an opportunity for exploring adult, community, and continuing education administration as a career through participation in professional associations or conferences, live or through interactive technologies. [KASAE 22,71,72] [ISTE 1.2.3,1.2.7,2.3.2,2.3.3,2.4.6,2.4.10]

CONTENT OUTLINE Unit 1. Introductions Overview Joint Planning Unit 2. Definitions Contexts of the Administrator Unit 3. Historical Perspective Organizational Theory Managing Change Organizational Climate and Culture Unit 4. Assessing Organizational Climate Typologies of Adult Education* Programs Learning Organization and the Administrator Unit 5. Internal & External Communication Marketing Public Relations Publicity Unit 6. Personnel Considerations: Legal & Ethical  Recruiting  Screening and Hiring  Training and Promoting  Evaluating  Firing, Dismissals Unit 7. Motivating Employees Revised March 29, 1999

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Developing Leadership Working with Volunteers Unit 8. Program Planning and Evaluation Unit 9. Working with Advisory Councils and Boards Conducting Meetings Needs Assessment Unit 10 Team Building Collaborative Decision-Making Creative problem-solving Unit 11 Conflict Management Consensus Building Unit 12 Dealing with Problem Employees Conflict Management Unit 13 Strategic Planning Facility Procurement, Scheduling & Management Computer-Assisted Planning Processes (Flow-Charting, Budget Analysis, DecisionTrees)) Unit 14 Budgeting Grant-writing Tracking of Resources Alternative Funding Technology Plan Unit 15 Future Trends Synthesis of ADE 6265

COURSE REQUIREMENTS Trips to adult and community education sites are often incorporated into this class. Examples include adult and community schools, school management academics and corporate training and development offices. The paper or project presented to the class often incorporates field research and literature review. One individual site visit is also required.

1. 2. 3.

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Participation in classroom and online activities. Visit to an adult or community education program, followed by an analysis of organizational characteristics. Readings, summary and critique of 2 textbooks related to the organization of education*. Reading of two additional texts (no more than 5 years old, except for classics) or other targeted readings as required by the instructor. Preparation and oral and written presentation of a topic or project related to the organization and administration of adult/community education. Paper/report should be 5-7 pages, with a minimum of 5 references. Oral presentation includes Power Point backup and class handouts, including references and materials to support interactive component. Minimum of 15 hours of field research/application. Reporting guidelines will be

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provided. GRADING  All written work will be expected to reflect the conventions of standard English and APA style. Content, organization, quality of research and thought will all be a part of the grade.  Oral presentation will be expected to reflect the guidelines presented. Peer evaluation will contribute to the grade.  The final assessment will be a take-home examination.  Grading Criteria Participation: 15% Readings: 15% Paper/Project: 15% Presentation: 15% Site Visit: 5% Field Work 15% Examination: 20% ATTENDANCE POLICY Regular attendance and class participation are expected. Class participation includes active involvement in all class sessions, discussions and activities, both in the classroom and online, as well as professional conduct in class. SPECIAL NEEDS It is the policy of the College of Education to make reasonable accommodations for qualified individuals with disabilities and language barriers. If you are a person with a disability and desire accommodations to complete course requirements, please arrange a meeting with me at your earliest convenience to discuss your request. RELIGIOUS HOLIDAYS In accordance with the rules of the Board of Regents and Florida law, students have the right to reasonable accommodations to observe religious practices and beliefs with regard to class attendance and the scheduling of examinations and work assignments. Please notify me in advance of your intention to participate in religious observation and request an excused absence. ACADEMIC MISCONDUCT Acts of dishonesty in any work constitute academic misconduct. The academic misconduct disciplinary policy will be followed in the event of academic misconduct. Please note the policy on academic misconduct in your student handbook. LIBRARY INFORMATION All students are expected to have online access to the University Library. You will also need to set up your browser to connect to the proxy server; this enables you to access full-text articles from over 300 journals through Emerald. You can access the FAU Libraries Proxy Server information through the FAU Libraries home page, or connect directly to http://www.library.fau.edu/ecollect/proxy.htm.

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INCOMPLETE GRADE POLICY Incomplete grades can be given only under extraordinary circumstances. If you will need to take an incomplete, you must obtain the appropriate form from the department secretary and have it signed by your professor. If the work has not been completed within the time specified on the form, the grade automatically becomes an F (University policy). It is your responsibility to note the date and complete the work on time.

BIBLIOGRAPHY (Additional references will be provided during course as well as URL's)                 

Bagin, D. (1994). The school and community relations (5th ed.). Needham Heights, MA: Allyn and Bacon. Bagin, D. , Feguson, D., & Marx, G. (1988). Public relations for administrators. Arlington, VA: American Association of School Administrators. Barron, A., & Orwig, G. (1993). New technologies for education: A beginner’s guide. Englewood, CO: Libraries Unlimited. Bennis, W., & Nanus, B. (1985). Leaders. New York: Harper & Row. Bolman, L., & Deal, T. (1984). Modern approaches to understanding and managing organizations. San Francisco: Jossey-Bass. Boyatzis, R. E. (1982). The competent manager: A model for effective performance. New York, NY: John Wiley & Sons. Carlson, R.V., & Awkerman, G. (Eds.). (1991). Educational planning: Concepts, strategies, and practices. White Plains, NY: Longman Publishing. Conrad, C. (1990). Strategic organizational communication: An integrated perspective (2nded.). Orlando, FL: Holt, Rinehart, and Winston. Cummings, T.G., & Huse, E.F. (1985). Organizational development and change. St. Paul, MN: West. Eurich, N.P. (1990). The learning industry: Education for adult workers. Lawrenceville, N.J.: Princeton University Press. Florida Department of Education. (Current edition). Florida school laws Tallahassee, FL: Author. Florida Department of Education. (Current edition). A manual: Financial and program cost accounting and reporting for Florida schools. Tallahassee, FL: Author. Galbraith, M.W., Sisco, B.R., & Guglielmino, L.M. (1997). Administering successful programs for adults: Promoting excellence in adult, community and continuing education. Malabar, FL: Krieger Publishing Company. Geddes, D.S. (1995). Keys to communication: A handbook for success. Thousand Oaks, CA: Corwin Press. Hershey, P., & Blanchard, K. (1988). Management of organizational behavior utilizing human resources (5th ed.). Englewood Cliffs, NJ: prentice-Hall. Jandt, F.E. (1994). Straight answers to people problems. Burr Ridge, IL: Irwin Professional Publishing. Kowalski, T.J. (1988). The organization and planning of adult education. Albany, NY: State University of New York.

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Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York, NY: Cambridge. Merry,U., & Allerhand, M.E. (1977). Developing teams and organizations: A practical handbook for managers and consultants. Reading, MA: Addison-Wesley Publishing Company. Nilson, C. (1999). Training and development yearbook, 1999. Paramus, NJ: Prentice Hall. Picciano, A.G. (1994). Computers in the schools. New York, NY: Macmillan. Romney, V.A. (1996). Strategic planning and needs assessment for schools and communities. Fairfax, VA: National Community Education Publication Series. Rothwell, W.J. (1996). Beyond training and development: State of the art strategies for enhancing human performance.New York, NY: American Management Association. Vinnicombe, S., & Colwill, N.L. (1995). The essence of women in management. Hertfordshire, UK: Prentice Hall. Webb, L.D., & Norton, M. S. (1999). Human resources administration : Personnel issues and needs in education, third edition. Upper Saddle River, N.J. Merrill, an imprint of Prentice Hall. Weiner, V. (1994). Power communications: Positioning yourself for high visibility. New York, NY: New York University Press.

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