Syllabus Design

Group Members	Roles	Commented On
Samantha McFadden	Introduction, Reflection, Tables	Group 2
Travis Casper	Syllabus & References	Group 4
Chris McDonald	Rationale & Syllabus	Group 1, Group 2

Introduction

               Serving adult learners requires many preparations, of utmost importance is the focus on the emotional response of the learners to environment and content. For this course, we will focus on instructing adult educators on how to ensure their adult learners are able to perform to the best of the abilities. The facilitators will learn how emotions can help or hinder educational outcomes, and how they can utilize these heightened emotions. The objectives of this course include: learning how to prepare the first week of a new course for adult learners in a way that does not overwhelm the learners, spacing out content so learners have adequate time to work toward educational success without overwhelming stress and anxiety, and providing different platforms for communication of content so all learning styles are addressed and information is better retained by learners.

Rationale

­­               This syllabus was developed for instructing adult educators on how to ensure their adult learners are able to perform to the best of their abilities and structured around the acknowledgment that adult learners have emotional needs in order to succeed. Mackeracher discusses that arousal, emotions and stress all play a part in the adult learners’ brain and can help or hinder the learning process if in extreme conditions (Mackeracher, pg. 123); moreover, we found it necessary to convey our knowledge of the adult learners’ brain into lessons that help any student learn and store information more efficiently. In order to do that, we had to consider that higher levels of arousal and energy are required for directed learning and that emotions are a result of the arousal state exceeding the optimal levels which have positive or negative effects on the learning experience (Mackeracher, pg. 123). Our syllabus is designed for the use of educators who teach adult learners and the process of beginning the class. We understand that stress and anxiety are enhanced versions of emotions and arousal to which we aim to make the educators aware of time management, organization, lesson flow and multiple streams of content communication to allow all types of learners to be supported.

Syllabus

A syllabus is a detailed and concrete procedure/series of steps of how to conduct a course during a specific period of time within the framework of your rationale. A syllabus can be designed differently based on different learning/instructional assumptions (rationales). You may include the following in your syllabus:

Location:

www.classroom2board.com

·       In person meetings at Pleasant Valley State Prison, first Wednesday of every month using our Professional Learning Community (PLC’s).

·       In-person Dates: April 1^st, May 6^th, June 3^rd, July 8^th, August 5^th.

·       Time: 0800 - 1200 hours

Course Objectives:

Upon completion of this course, students should:

·       Have obtained knowledge and understanding of some factors associated with stress and how these factors affect them in their lives: i.e. when applying for college/financial aid, resume development, interviewing skills development, staying healthy, etc.

·       Have obtained knowledge and understanding of how using effective time management can relieve stress

·       Have obtained knowledge and understanding of how their choices affect their level of stress and what strategies can be used to effectively relieve stress

·       Have obtained knowledge and understanding of how to find and effectively use various resources that will help students be successful in college/life

Learning Activities:

Date	Activities	Readings, Videos and Assignments Before Classes
April 1st, 2020	·       Understanding Emotions with effects on learning ·       Understanding stress in adults ·       Recognizing stress with adult learners ·       Essential Information for achieving college success	·       Reardon & Rooney Ch.1 & Ch. 2 ·        Calvillo, et al.(2016) Article ·        Civitci (2015) article ·       Castillo & Misra (2004) article ·       Folkman, S. & Lazarus, R.S. (1984) article ·       Online discussion post
May 6th, 2020	·       Role playing: stressed adult learner and how to work with them ·       Free write: What are key identifiers for noticing stress in adult learners ·       Discussion: Understanding financial costs, etc. of College	·       Reardon & Rooney Ch.3 & Ch.4 ·       Hoxby, C. M., & National Bureau of Economic Research. (2004) ·       Lesko, M., & Martello, M. A. (2000) ·       Online quiz
June 3rd, 2020	·       Recognizing low levels of emotion or arousal ·       Working with unmotivated and extra motivated adult learners ·       Discussion: What strategies can you use to keep adult learners working when either unmotivated or finished early? ·       Discussion: How do you recognize arousal outside optimal range in adult students? ·       Discussion: What strategies would you employ to work with adult students with spiked arousal levels? ·       Discussion: What are strategies to redirect an adult learner who is stressed or spiked levels of arousal? ·       College decision-making and Applications	·       Reardon & Rooney Ch.5 & Ch. 6 ·       MacKeracher, D. (2004). Ch. 6 ·       Plumb, D. (2014) article ·       Raufelder, D. & Schweder, S. (2019) article ·       Friedfeld, S. & Vultaggio, J. (2013) article ·       Karaman, M. A., Nelson, K. M., & Vela, J. (2018) article ·       McKean, M. & Misra, R. (2000) article ·       Karaman, M. A., Lerma, E., Vela, J. C., & Watson, J. C. (2019) article ·       Online discussion
July 8th, 2020	·       Understanding Anxiety in adult learners ·       Discussion: Is testing anxiety a real thing for adult learners? ·       Recognizing anxiety in adult learners ·       Application: How to improve anxiousness in the adult classroom	·       De Feo, W. P. (2017) ·       MacKeracher, D. (2004), Ch. 6 (revisit) ·       Reardon & Rooney Ch.7 & Ch. 8 ·       Cohen, A., Lufi, D., & Okasha, S. (2004) article ·       Cubberly, R., Cubberly, W., & Weinstein, C. (1986) article ·       Sarason, I. (1956) article ·       Siegman, A. (1956) article ·       Online quiz
August 5th, 2020	·       Free write: How can you tell if an adult learner is understanding content? ·       Discussion on Diversity ·       Discussion on Resumes/Interviewin ·       YouTube Videos ·       End of class evaluation.	·       Fry, R. W. (2001). Your First Resume : For Students and Anyone Preparing to Enter Today’s Job Market: Vol. 5th ed. Delmar Thomson Learning. ·       Reardon & Rooney Ch.9 & Ch. 10 ·       Reyes, D. V. (2018) ·        Upchurch, T. A. (2008) ·        Backović, DV; Maksimović, J; Maksimović, M., Zivojinović, JI. (2012) article ·       Coccia, C., & Darling, C. A. (2016) article ·       Folkman, S. & Lazarus, R.S. (1984) article ·        Garett, R., Liu, S., & Young, S. D. (2017) article ·        The Great Courses Plus. (January 30, 2017). Stress Management Strategies and Techniques For Mental Health - Why You Stress. https://www.youtube.com/watch?v=Pqypf7EzzQo   ·       UtahValleyHospital. September 25, 2015. 10 Stress Management Techniques. https://www.youtube.com/watch?v=pD2LtJ7ITTg ·       Watchwellcast. (May 23, 2013). Stress Management Strategies: Ways to Unwind. https://www.youtube.com/watch?v=0fL-pn80s-c ·       Peruse InterviewStream.com for helpful interviewing resources

Assignments:

·       Module 1: Online discussion due before May 6^th

·       Module 2: Online quiz completed with 70% or greater before June 3^rd

·       Module 3: Online discussion due before July 8^th

·       Module 4: Online quiz completed with 70% or greater due before August 5^th

Grading:

·       Grading for these modules will be based on completion of the required readings, appropriate videos, quizzes and questionnaires on the seminars webpage www.classroom2board.com and discussions, assignments directed during your PLC’s.

·       Participants will receive a certification of completion for their participation of readings, viewings, discussions and assignments for the understanding of emotions in adult learners’ seminars.

Attendance Policy:

·       Attendance is mandatory in a minimum of 4 out of 5 in-person meetings to receive certification of completion.

·       Lack of attendance will result in loss of eligibility for certification.

Reflection

Highlights

               The most significant part of this assignment is the focus on emotions in education. Our goal is to ensure all educators can recognize learner difficulties in relation to their emotions. This will help to guide a better learning and teach environment for all participants.

Process

               This assignment was completed through much discussion and cooperation within our group. We divided the parts of the assignment and set clear deadlines for when each part would be completed. Having the open communication and ability to discuss our ideas freely really helped to shape the way our syllabus design went. The best advise we can give for completing this assignment with ease is to communicate and stick to deadlines as close as possible. Spring breaking fell right before this assignment was due, but we maintained our plans to review each part of the assignment to ensure the finished product was complete on time.

Table 1.

	Aims you wish to achieve in your design	Main Theoretical Ideas	Main Activities	Main Methods/Tools/Strategies
1	·       Understanding of factors associated with stress and the effects it has on the learner.	Stress can be helpful in motivating learners, but only to a certain extent.	·       Understanding Emotions with effects on learning ·       Understanding stress in adults ·       Recognizing stress with adult learners ·        Essential Information for achieving college success	Open door policies to discuss content as well as stress about upcoming projects and new course content.
2	·       Understanding of how using effective time management can relieve stress.	Test Anxiety is one a high contributing factor to stress in learning. The cognitive-attentional theory focuses on wasted time in test prep.	• Recognizing low levels of emotion or arousal • Working with unmotivated and extra motivated adult learners • Discussion: What strategies can you use to keep adult learners working when either unmotivated or finished early? • Discussion: How do you recognize arousal outside optimal range in adult students? • Discussion: What strategies would you employ to work with adult students with spiked arousal levels? • Discussion: What are strategies to redirect an adult learner who is stressed or spiked levels of arousal? • College decision-making and Applications	Videos, discussions, and text reading will be utilized to deliver the information for all learners.
3	·       Understanding of how choices effect stress level.	Einat (2000), claimed that severe test anxiety is caused by high personal standards of persons who expect maximum success and are afraid that they cannot meet their own standards.	• Understanding Anxiety in adult learners • Discussion: Is testing anxiety a real thing for adult learners? • Recognizing anxiety in adult learners • Application: How to improve anxiousness in the adult classroom	Learning from one another through personal stories as well as information from textbooks.
4	·       Understanding of how to find and effectively use various resources.	The deficit in study skills model views the low performance of test-anxious students as stemming from their deficient knowledge of the school material and their awareness that they are not well prepared for the test.	• Free write: How can you tell if an adult learner is understanding content? • Discussion on Diversity • Discussion on Resumes/Interviewing • YouTube Videos	Online assistance as well as resources available onsite will be covered via video and open discussions.

Reading/Learning Material about Stress, Stress in College, and Identity Stress

          Required Readings/Videos:

Articles:

Acosta-Fernandez, M. Delgado-García, D. D., de los Ángeles Aguilera-Velasco, M., de Lourdes Preciado-Serrano, M., & Pozos-Radillo, B. E. (2014). Academic stress as a predictor of chronic stress in university students. Psicologia Educativa, 20(1), 47–52. https://doi-org.proxy.bsu.edu/10.1016/j.pse.2014.05.006

Backović, DV; Maksimović, J; Maksimović, M., Zivojinović, JI. (2012). Gender differences in academic stress and burnout among medical students in final years of education. Psychiatr Danub,. 24(2), 175-181. https://www.ncbi.nlm.ih.gov/pubmed/22706416

Calvillo, M., Duque, O., Gonzalez, S. L., Hinojosa, K., Ikonomopoulos, J., & Vela, J.   (2016). The relationship among individual, interpersonal, and institutional factors on Latina/o college students’ life satisfaction. Journal of Hispanic Higher Education, 15, 260–276. doi:10.1177/1538192715592925

Castillo, L. G. & Misra, R. (2004). Academic Stress Among College Students: Comparison of American and international students. International Journal of Stress Management, 11(2), 132–148. https://doi-org.proxy.bsu.edu/10.1037/1072-5245.11.2.132.

Çivitci, A. (2015). The moderating role of positive and negative affect on the relationship between perceived social support and stress in college students. Educational Sciences: Theory & Practice, 15(3), 565–573. https://doi-org.proxy.bsu.edu/10.12738/estp.2015.3.2553

Cubberly, R., Cubberly, W., & Weinstein, C. (1986). The Interactive Effects of Cognitive Learning Strategy Training and Test Anxiety on Paired-Associate Learning. Journal of Educational Research. 79(3).

Articles (Cont.):

Cohen, A., Lufi, D., & Okasha, S. (2004). TEST ANXIETY AND ITS EFFECT ON THE PERSONALITY OF STUDENTS WITH LEARNING DISABILITIES. Learning Disability Quarterly. (27).

Coccia, C., & Darling, C. A. (2016). Having the time of their life: College student stress, dating and satisfaction with life. Stress & Health: Journal of the International Society for the Investigation of Stress, 32(1), 28–35. https://doi-org.proxy.bsu.edu/10.1002/smi.2575

Folkman, S. & Lazarus, R.S. (1984). Stress, appraisal, and coping. New York, NY: Springer.

Friedfeld, S. & Vultaggio, J. (2013). Stressors in college choice, application and decision-making -- and how to reduce them. Journal of College Admission, 221, 6–12

Garett, R., Liu, S., & Young, S. D. (2017). A longitudinal analysis of stress among incoming college freshmen. Journal of American College Health, 65(5), 331–338. https://doi-org.proxy.bsu.edu/10.1080/07448481.2017.1312413

Karaman, M. A., Nelson, K. M., & Vela, J. (2018). The mediation effects of achievement motivation and locus of control between academic stress and life satisfaction in undergraduate students. British Journal of Guidance & Counselling, 46(4), 375–384. https://doi-org.proxy.bsu.edu/10.1080/03069885.2017.1346233

Karaman, M. A., Lerma, E., Vela, J. C., & Watson, J. C. (2019). Predictors of academic stress among college students. Journal of College Counseling, 22(1), 41–55. https://doi-org.proxy.bsu.edu/10.1002/jocc.12113

McKean, M. & Misra, R. (2000). College students’ academic stress and Its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41-51

Plumb, D. (2014). Emotions and human concern: Adult education and the philosophical thought of Martha Nussbaum. Studies in the Education of Adults., (2), 145–162.

Raufelder, D. & Schweder, S. (2019). Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter? Journal of Adolescence, 73, 73. doi:http://dx.doi.org.proxy.bsu.edu/10.1016/j.adolescence.2019.04.004

Sarason, I. (1956). The Effect of Anxiety and Two Kinds of Failure on Serial Learning. University of Washington.

Articles (Cont.):

Siegman, A. (1956). The Effect of Manifest Anxiety on a Concept Formation Task, a Nondirected Learning Task, and on Timed and Untimed Intelligence Tests. Journal of Consulting Psychology. 20(3).

Books:

Below, B., Dace, K. L., Lubin, B., Malinga, T., Mmonadibe, P. N., & Wilson, C. D. (2008). Recruitment and Retention of Race Group Students in American Higher Education : An Annotated Bibliography. Greenwood Publishing Group.

De Feo, W. P. (2017). Fundamental College Composition. BrownWalker Press

Fry, R. W. (2001). Your First Resume : For Students and Anyone Preparing to Enter Today’s Job Market: Vol. 5th ed. Delmar Thomson Learning

Hoxby, C. M., & National Bureau of Economic Research. (2004). College Choices : The Economics of Where to Go, When to Go, and How to Pay for It. University of Chicago Press.

Lesko, M., & Martello, M. A. (2000). Free College and Training Money for Women: Vol. 1st ed. Information USA, Inc.

MacKeracher, D. (2004). Making sense of adult learning. Toronto: University of Toronto Press.
Reardon, J. F. & Rooney, J. J., (2009). Preparing for College: Practical Advice for Students and Their Families. Facts on File, Inc.

Reyes, D. V. (2018). Learning to Be Latino: How Colleges Shape Identity Politics. Rutgers University Press.

Upchurch, T. A. (2008). Race Relations in the United States, 1960-1980. Greenwood.

Videos:

The Great Courses Plus. (January 30, 2017). Stress Management Strategies and Techniques For Mental Health - Why You Stress. https://www.youtube.com/watch?v=Pqypf7EzzQo

 

UtahValleyHospital. September 25, 2015. 10 Stress Management Techniques. https://www.youtube.com/watch?v=pD2LtJ7ITTg

Watchwellcast. (May 23, 2013). Stress Management Strategies: Ways to Unwind. https://www.youtube.com/watch?v=0fL-pn80s-c

Interviewstream.com for helpful interviewing resources

Recommended Articles:

Çakırogˇlu, O., Kaya, C., Melekogˇlu, M., & Tansey, T. N.,  (2015). Stress and life satisfaction of Turkish college students. College Student Journal, 49, 257–261.

Dave, R., Singh, P., Tripathi, K. N.,  & Udainiya, R. (2011). Subjective well-being, locus of control, and general self-efficacy among university students. Amity Journal of Applied Psychology, 2, 28–32.

Diaz, M., Guo, Y. J.,, Johnson, V., & Wang, S.C.(2011). College students’ stress under current economic downturn. College Student Journal, 45(3), 536–543.

Diener, E., Luca, R. E., & Oishi, S. (2001). Subjective well-being: The science of happiness and life satisfaction. In C. R. Synder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 63–73). New York, NY: Oxford University Press.

Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92–102. doi:10.1037/0022-0663.89.1.92

Hayward, E., Homer, B., Plass, J., & Um, E. (2012). Emotional design in multimedia learning. Journal of Educational Psychology., 104(2), 485–498. https://doi.org/10.1037/a0026609

Juneman, J., Rahardjo, W., & Setiani, Y. (2013). Computer anxiety, academic stress, and academic procrastination on college students. Journal of Education and Learning, 7(3), 147-152.

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80, 1–28. doi:10.1037/h0092976

Segrin, C., & Taylor, M. (2007). Positive interpersonal relationships mediate the association between social skills and psychological well-being. Personality & Individual Differences, 43(4), 637–646. https://doi-org.proxy.bsu.edu/10.1016/j.paid.2007.01.017

Watson, A. A. & Watson, J. C.,  (2016). Coping Self-Efficacy and Academic Stress Among Hispanic First-Year College Students: The Moderating Role of Emotional Intelligence. Journal of College Counseling, 19(3), 218–230. https://doi-org.proxy.bsu.edu/10.1002/jocc.12045.