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Courses for Students

Student and Adult Learning PartnerWant to make a difference?  Want to learn valuable soft skills so necessary for today’s professionals?  (Looking for community-engaged courses without transportation hassles?) Do all of this while meeting diverse and interesting people.

Engaged courses here on campus!

Take a studio in adult learning for fun, or towards your Minor in Inequality Studies, Education or Leadership. Improve your skills as a leader and facilitator! You can collaborate with community members right here at their workplace–our campus.

Spring 2020 Courses:

EDUC 2210/DSOC 2210: Designing and Facilitating Learning for Development, 4 credits

Leading, Learning and Teaching with Purpose

Designing and Facilitating Learning for Development will meet W 1:25 - 4:25 p.m., location TBD, with periodic online, live sessions. The fieldwork component consists of preparing for a weekly meeting with an adult learner, your Learning Partner.

In Designing and Facilitating Learning for Development, we look for commonalities across a variety of venues and settings where people meet together to learn, deliberate, and act. From professional development to social change, town hall to union hall, or citizen science to workplace training, adult and community learning is everywhere. Yet, for many, the design and facilitation of meaningful learning experiences can be as mysterious as an unopened black box. How does one go about creating inclusive educational experiences for diverse learners in our increasingly interconnected context? In this course we open the box to become better leaders of learning and action.

Two of the most ubiquitous formats of adult learning are 1), the workshop, and 2), one-on-one mentoring. As a backwards design approach and interactive facilitation principles can serve each application well, we’ll learn and practice both! In this course you will a) design and facilitate workshops, and b) mentor a Cornell employee as she/he pursues a learning goal, and do both by learning and applying design process and facilitation arts. Meaningful. Practical. Fun.

Note: CLASP is offering the following two Special Topics in Education (EDUC 4940) courses this spring:

 

EDUC 4940: Learning Cities/Learning Localities & the Sustainable Development Goals (SDGs), 4 credits (Class # 18065)

Be part of history-in-the-making

Learning Cities/Learning Localities & the Sustainable Development Goals (SDGs) will meet Tuesdays, 1:25 - 4:25 at a location to be determined. A Learning City~Learning Locality cultivates an ecosystem of learning opportunities for inquirers of all ages, interests, and backgrounds.  Building on the strengths of people and place, a Learning City~Learning Locality promotes inclusive thinking, creativity and problem-solving among leaders, learners, artists, educators and neighbors.  Studies have shown that lifelong learners—i.e. people who develop an ongoing habit of pursuing new knowledge, skills and attitudes in a variety of contexts and settings— are better equipped to mitigate impact and adapt to change in their environments.  As a growing movement, the Global Network of Learning Cities advances local achievement of the UN Sustainable Development Goals 2030 and facilitates exchange and local-to-local interaction among communities around the world.

Be part of history-in-the-making with this first course on Learning Cities and SDGs to be offered in the U.S.  In addition to participatory, weekly studio-seminars, this community-engaged course includes one credit for work with area partners for a total of 4 credits. Limited to 16 students.

EDUC 4940: Teaching English to Adult Learners, 2 credits (Class # 19063)

What is it like to live in a country, but not feel able to communicate clearly with people around you?

Teaching English to Adult Learners will meet Thursdays at Rockefeller Hall 127. How is learning a new language as an adult different from childhood language learning? What do teaching and learning look like, when the teacher and learner do not share the same language to use as their means of communication? Through reflections on readings, simulations, roleplays, and weekly fieldwork with an adult English Language Learner partner, students will consider these questions to deepen their understanding of what it means to learn a language as a non-native speaker. Students will apply TESOL methodologies to the needs of their learning partner and receive feedback from learning partners, classmates, and instructors on their lesson planning and delivery in order to strengthen their teaching practice. In the process, students and adult learning partners will also learn from each others’ situated experiences, and increase their awareness of educational, social, political, and economic issues involved in global migrations and language learning. Outcomes: By the end of this course, students will... 1. Recognize the unique challenges experienced by English Language Learners in the United States. 2. Evaluate recognized TESOL frameworks and methods. 3. Develop original lesson plans that effectively address a specific English Language Learner’s needs in multiple areas, including speaking, reading, writing, listening, grammar, pronunciation and/or specific content areas. 4. Practice implementing lessons and activities with an English Language Learner partner.


Fall 2020 Courses:

EDUC 2200/DSOC 2100: Introduction to Adult Learning: Education Workshop, 4 credits 

Democratic Learning and Leading

Introduction to Adult Learning will meet at a time and location to be announced, with periodic online, live sessions. The fieldwork component consists of preparing for a weekly meeting with an adult learner, your Learning Partner.

Do adults learn differently than do youth?   This experiential and community-engaged course is for anyone interested in planning and facilitating adult, community and lifelong learning. As 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 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.