KAM II
At the completion of KAM II, I will, through written work, explore the theoretical basis of human development using classical and current works. Applying findings from the breadth and depth components, I will design curriculum for the Nursing 1010 class (Exploration of Nursing) which will incorporate student learning activities addressing a variety of approaches and learning styles.
BREADTH SBSF 8210
Theories of Human Development
In the Breadth Component of KAM II, I will analyze the classic theories of Jung, Mead, and Maslow looking specifically at forces shaping people across the lifespan and their explanation about why people are how they are. The more contemporary works of Gardner, Goleman, and Kegan will then be explored. A synthesis of the various works will then be presented including comparisons of emotional, biological, psychological, socio-cultural aspects and the effect of modern life on human development.
Objective 1. Critically evaluate the theory of Gardner in learning styles, Goleman in emotional development, Jung in biological, Mead in psychological, and Maslow in socio-cultural development.
Objective 2. Compare and contrast theories of Gardner, Mead, Maslow and Jung as they deal with the respective aspects of individual growth and development and relate them to Kegan concerning the effects of modern life on individuals.
Objective 3. Integrate findings from the theorists listed into common themes and clarify significant differences among theorists. Using common themes, identify major influences on individual growth and personality development.
Breadth Reference List
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Jung, C. G. (1968). Analytical Psychology: Its theory and practice. New York: Random House.
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
Maslow, A. H. (1970). Motivation and personality (3rd ed.). New York: HarperCollins.
Mead, G. (1934). Mind, self, and society. Chicago: University of Chicago Press.
Demonstration
In a paper of about 30 pages I will compare and contrast the theories of Gardner, Goleman, Jung, Kegan, Maslow, and Mead concerning individual development. I will identify common themes and differences concerning individual development and the ways that life in the modern world might effect individual development.
DEPTH EDUC 8227
Current Research in Human Development in Higher Education
For the Depth Component of KAM I, I will compile an annotated bibliography of at least 15 current articles from refereed journals dealing with human development and/or teaching and learning in the adult. Building on findings from the breadth portion of KAM II, current literature on teaching and learning in the academic setting, and using articles from the annotated bibliography I will explore current findings on adult learning and facilitation of learning in the academic setting. Specific teaching techniques to meet a variety of learning styles and to encourage competency will be explored.
Objective 1. Explore and describe current thought concerning adult learning and ways of knowing.
Objective 2. Critically examine the teaching and learning environment of competency based education techniques such as those used at Alverno College.
Objective 3. Identify and describe specific teaching techniques to facilitate learning in university aged students.
Depth reference list:
(I will include a minimum of 15 references from referred journals and additional current resources about individual learning differences, adult learning, and competency based teaching for the depth portion of KAM II.)
In addition to the 15 journal articles I will also include information from the following resources:
Bruffee, K.A. (1999). Collaborative learning: Higher Education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins Press.
Huba, M. E., Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Mentkowski, M. (2000). Learning that lasts. San Francisco: Jossey-Bass.
Demonstration
I will produce a critical analysis of at least 15 recent journal articles related to individual learning differences, adult learning, and competency based teaching. This information will be compiled in an annotated bibliography.
In a paper of about 25 pages I will address knowledge and ways of knowing as well as ways that development is influenced by how and what one knows specifically as it relates to the adult learner. I will also address differences in individual ways of knowing and learning styles. Suggested techniques to facilitate adult learning will be identified.
APPLICATION SBSF 8237
Professional Practice and Human Development in Higher Education
In the Application Component of KAM II, I will produce an 8-10 page paper considering the view that human development should be a unifying purpose of higher education. Implications of this view within nursing education will be analyzed.
Applying the findings from the breadth and depth of KAM II, curriculum for Nursing 1010 (Exploration of Nursing) will be developed with specific instructional strategies described to facilitate growth of understanding of the profession of nursing and creation of an individual development plan for each student participating. Theoretical rationale for the instructional strategies will be included.
Objective 1. Explore the view that human development should be a unifying purpose of higher education and the implications for such a view in nursing education.
Objective 2. Design the detailed curriculum pattern for Nursing 1010 including specific teaching techniques to address a variety of learning styles.
Objective 3. Apply theoretical rationale for facilitating adult learning into Nursing 1010.
Demonstration
1. I will produce an 8-10 page paper considering the view that human development should be a unifying purpose of higher education. The paper will include an analysis of the implications for this view for nursing education.
2. I will develop and submit the full curriculum for Nursing 1010. The curriculum will include specific instructional strategies to facilitate adult learning addressing a variety of learning styles.