Program Planning for Adult Learners in Higher Ed

1. Program Planningfor Adult Learnersin Higher Ed Introduction/Review Program Planning Committee Ideas from Cafarella, Brookfield, and Kasworm Ernest Bessey Hall

2. Tonight’s Speaker - Louise Cooley, Evening College • Interview Questions • Location - factor that Pete and Joan had to negotiate when planning their retreat. • Other factors? • Individual? • Organizational? • Community?

3. Interactive Model - 12 Steps • Straight Line vs. Swiggly - lesson in higher mathematics • Can you name ONE of the steps in the interactive model and tell briefly what you remember that Caffarella suggests? • Sork’s Framework - how is this model similar to Caffarella’s Interactive Model? • In what ways did Pete and Joan follow Caffarella’s Model or Sork’s Framework?

4. Seven Assumption of Program Planning - Caffarella • Program planners are able to articulate what change(s) could come about as a result of participating in their program. “You will lose 5 lbs a month.” • The more organizations and people are added to the planning process, the less logical the process becomes. “I thought everybody eats tuna fish for breakfast.”

5. Assumption Three The final program is often a negotiated product. “In order to be effective, Professor Dirkx wants the program to be a week long, but Professor Amey said it can be done in three days, and the Chairperson wants the program on the weekend.”

6. Work styles and tasks vary. “She always draws a flow chart before she starts any task.”

7. Practice makes perfect. “I have read all about the Interactive Model now I can plan a NATIONAL conference.”

8. Questions for Discussion What does techno-rationale mean when looking at planning models? What is the goal of this stage? What are the problems, if any? What other two stages does Sork suggest? Do they fit the Caffarella model?

9. The Internship Experience • Action Steps • Materials needed • Committee Assignments • Schedules • Costs