EDUC 2200

EDUC 2200

Course information provided by the Courses of Study 2015-2016.

This seminar is an experiential and community-engaged course in adult education and learning. As a community of inquirers ourselves, we not only study principles, theories and methods, we also put into practice what we learn. One of the ways we do this is by incorporating adult learning approaches within the seminar's design and educational practice (andragogy, rather than pedagogy). Another way we apply what we study is by mentoring adult learners. Each student serves as a learning partner to a Cornell employee who is pursuing an educational aim. A journey of mutual learning is a satisfying and meaningful adventure. As employees' partners, we are co-learners and co-educators, recognizing that each person has knowledge and experience to bring to the quest.

When Offered Fall, spring.

Distribution Category (KCM)
Course Attribute (CU-CEL)

  • Engage with the essential question, "How do we know what we know?" through consideration of theories of knowledge and conceptualizations of evidence.
  • Debate the pragmatics, utility and implications of distinguishing among pedagogy, andragogy, and heutagogy.
  • Construct and pilot instructional designs and teaching practices for adult learners. Leadership for Diversity Cognizance, Cultural Competency & International Mindfulness.
  • Identify cultural variables and examine roadblocks to intercultural communication. Employ strategies for mitigating barriers through role playing techniques for interrupting and transforming situations of bullying, disrespect or cultural faux pas.
  • Develop deep consciousness of their own core values, cultural backgrounds and intersectional identities for the purpose of mindfully engaging with others in constructive and respectful ways.
  • Realizing that advancing diversity and inclusion requires self-awareness, courage, and continuous commitment, construct an individual learning plan for developing as a culturally competent global citizen and identify aspects of that plan to put into practice this semester as a Learning Partner. Education and Democracy.
  • Examine trends of educational inequity in this country and ramifications in the lives of adults of poor schooling as children.
  • Through historic and contemporary cases, unpack narratives of popular education in community development, public engagement and social justice through formal, nonformal and informal venues.
  • Recognize that being an educator involves understanding issues of power, inequity, and access within a specific context of historical and systemic structures of oppression.

View Enrollment Information

Syllabi: none
  •   Regular Academic Session. 

  • 3 Credits Graded

  • 16681 EDUC 2200   SEM 101