Pacific Oaks College

HD411 - Working with Adults

CourseTitle: Working with Adults
Location: Online
Faculty Name: Earle Ruhnke, PsyD
Email/telephone: earleruhnke@pacificoaks.edu
COURSE DESCRIPTION

Students are introduced to a rationale and methodology for working with adults in
educational, therapeutic, and other human services settings. Topics covered will
include supervising adults, staff evaluation, leadership style, communication, and
problem solving. Emphasis is on valuing diversity and respecting individuals; active,
experiential learning; the interaction between theory and practice; the impact of social
contexts on oneself and others. Students will use observation to enhance their
understanding of the challenges inherent in working with adults. They will develop
strategies to facilitate adult empowerment and learn to advocate responsibly in diverse
settings.
INSTITUTIONAL OUTCOMES
The curriculum in Human Development, Marital and Family Therapy, and the Teacher
Education programs is organized around five areas in which students are expected to
be competent. The competencies are:
Development: Understanding of developmental theories.
Diversity: Understanding and valuing diversity, including an anti-bias approach.
Communication: Ability to communicate with others in a connective way.
Research: Ability to collect, process, and evaluate data through research.
Praxis: Ability to observe, critically reflect, implement theories and empower others.

POC INSTITUTIONAL COMPETENCY ADDRESSED: IMPLEMENTATION

STUDENT LEARNING OUTCOMES

Upon the successful completion of this course students will:
Understand how theories of adult development equip them to work effectively, cooperatively,

and efficiently with themselves and other adults.

Have examined the dynamics of leadership and supervision and identify their own skills and
challenges.
Understand the impact of social and political factors particularly in the form of
institutionalized isms as a fundamental aspect of work dynamics.
Learn how to develop a philosophy statement to guide both short term and long range goals for
working with adults.
Demonstrates growth in the class, indicated by an improvement in writing or critical thinking
skills, a willingness to take risks and authentically engage with course material and
classmates, or openness to new information and perspectives.

Course Books
Preskill, S., & Brookfield, S.D. (2009). Learning as a way of leading: lessons from the struggle
for social justice. San Francisco, CA: Jossey-Bass. 978-0-7879-7807-5
Vella, J. (2002). Learning to listen, learning to teach: The power of dialogue in educating adults.
San Franciscio, CA: Jossey-Bass. 0-7879-5967-7

Course Bibliography
Anzaldua, Gloria, (Ed). (1990). Making face, making soul: Haciendo caras. Aunt Lute
Foundation Books. (Creative and critical perspectives by women of color.)
Buckingham, M., & Clifton, D. (2001). Now, discover your strengths. NY: The Free Press.
Carter, M. & Curtis, D. (1998). The visionary director: A handbook for dreaming
organizing, and improvising in your center. St. Paul, MN: Redleaf Press.
Covey, S. R. & Reynolds (1992). Principle-Centered Leadership. NY: Simon & Schuster
Covey, S. R. (2004). The 8th Habit: From Effectiveness to Greatness. NY: The Free Press
Dirkx, J. And Prenger, S. (1997). A guide for planning and implementing instruction for
adults: a theme-based approach. San Francisco: Jossey-Bass.
Fine, M., Powell, L.C., and Mun Wong (Eds). (1997). Off-white - readings on race,
power, and society. New York: Routledge Press.
Fisher, R., and Ury, W.L. (1991). Getting past no: Negotiating with difficult people. New
York: Bantam.
Gardner, J.W. (1990). On leadership. New York: Free Press.
Henderson, J.G., & Hawthorne, R.D. (2000). Transformative curriculum leadership,
2nd ed. Upper Saddle River, NJ: Prentice-Hall, Inc.
Jones, E. (1986). Teaching adults. Washington, DC: NAEYC.
Jordan, J.V. (Ed). (1997). Womens growth in diversity: More writings from the Stone
Center. Guilford Press
Vella, J., Berardinelli, P., & Burrow, J. (1998). How do we know they know?: Evaluating
adult learning. San Francisco: Jossey-Bass.
Weeks, D. (1992). The eight essential steps to conflict resolution. New York: G. P.
Putnams Sons.

Assignments/Course Calendar
see Course Calendar
Assessment
Pacific Oaks College is committed to its distinctive tradition of providing transformative learning
experiences and top-quality education for its diverse student population. Within the
contemporary educational context, quantifiable measures of student achievement such as grade
point average continue to play an increasingly greater role in important decisions impacting
financial aid awards, graduate school admission, and institutional accreditation. As both a
learner-centered educational institution that responds to the needs of its students and a leadingedge educational institution that ensures the integrity of its academic programs, Pacific Oaks
College has modified its policy regarding student assessment and evaluation. Effective
Fall 2010, Pacific Oaks College faculty will issue both narrative evaluations and letter
grades for every student in his/her class.
Program Learning Outcomes
PLO 1: Development: Students comprehend and analyze developmental theories.
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are
able to analyze the dynamics of institutional and individual biases and use of power.
PLO 3: Communication: Students communicate clearly and effectively. They implement and
analyze individual, dyad and group communications for appropriate audience reception,
authenticity, and experience of empowerment for self and others.
PLO 4: Research: Students are able to distinguish between observations and theory (reality
and fantasy, data and inferences/assumptions). Students collect verifiable and reliable data,
present their findings, and link their research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of education integrating developmental
theories guided by observation and critical reflection, and analyze these actions according to
results and impact on other persons (ethics, values, principles and empowerment). Students
recognize and apply developmentally and culturally appropriate practice with children and
adults. Praxis experience may involve activities such as practica, field work, or student teaching.
SLO Assessment Rubric
SLO

No Credit

Emerging

Competent

Excellent

Understand how
theories of adult
development equip
them to work effectively,
cooperatively, and
efficiently with
themselves and other
adults.

Unable to add
any examples
or ideas about
adult
development
theory

Adds a theory
from text with no
application to
practice

Adds theory ideas

and example as it
applies to their
experiences in
working with
adults

Contributes
theory examples,
ideas and
application to
practice AND
responds to other
students' ideas

Have examined the

dynamics of leadership
and supervision and
identify their own skills
and challenges.

Unable to do
self-reflection

Does some selfreflection

Does regular
self-reflection

Does frequent
self-reflection

SLO Assessment Rubric (continued)

Understand the impact
of social and political
factors particularly in the
form of institutionalized
isms as a fundamental
aspect of work
dynamics.

Unable to
demonstrate
understanding
of the dynamics
of oppression
as they relate to
working with
adults

Demonstrated a
limited
understanding of
the dynamics of
oppression as
they relate to
working with
adults

Demonstrates a
clear
understanding of
the dynamics of
oppression as
they relate to
working with
adults

Demonstrates an
exceptional
understanding of
the dynamics of
oppression and is
able to add to
others' thinking
about these
issues as they
relate to working
with adults

Develop a philosophy
Statement about working
with adults to guide both
short term and long
range goals.

Did not develop

a philosophy for
working with
adults

Developed a
philosophy that
did not address
all of the key
elements

Developed a
philosophy that
addressed all the
key elements

Developed a
philosophy that
addressed all the
key elements plus
analysis and
praxis

Appendix C
Academic Policies
The following academic policies are applicable to all Pacific Oaks classes. For a complete list of
Academic policies and Students Rights and Responsibilities, please see the current catalog at
http://catalog.pacificoaks.edu
Academic Integrity
Participation in Pacific Oaks courses assumes that each student has read and understands the
Academic Integrity requirements of Pacific Oaks College (see link above). If you have questions
about what constitutes Academic Integrity, please contact your instructor, advisor or academic
director.
Confidentiality
Classes at Pacific Oaks are interactive, drawing on the rich experiences of faculty and student
alike. Often in the course of these discussions, information of a personal or potentially damaging
nature is shared. It is the expectation of the college that such information will remain
confidential, allowing all to share freely without fear of disclosure outside the classroom.
Breaches of confidentiality damage the building of community and trust and are not acceptable.
Students with Disabilities
Any student in this course who has a disability that might prevent him/her from fully
demonstrating his/her abilities should contact the Director of the CARE center
(pmeda@pacificoaks.edu) immediately to discuss disability verification and accommodations
that may be necessary to ensure full class participation and completion of course requirements.