Profile of Adult

Learner
PBL Scenario C
Foundations of Adult Learning
AEDT 1110U
Instructor: Jordanne Christie

By: Jenny Tolevski and Jina Paima

Adult Learner X
Profile:

Female 23-year-old
Diploma in two programs
Social Service Worker
Early Childhood Education

Has learning disability

needed extra assistance with her work in
High School
coped well without assistance in College

Worked PT at Bentley
Currently works at a Daycare
Applied to the School Board
Career change will give her a change of
pace from the hectic environment of
daycare

Goal:

To obtain a Speech-Language Pathologist

Assistant diploma in order to further enhance her
career in the School Board.
Jenny & Jina

Proposal
Learning Provider: MacEwan University
Type of Education: Formal
Classified as:
Type II Agencies by Schroeder (1970),
Educational Institutions by Darkenwald and Merriam (1982),
Type B Institutions by Kowlaski (1988), and
Tax-Supported sponsors by Apps (1989).
Program: Speech Language Pathologist Assistant
Study Method: Part Time Online for 3.5 years
Assistance: Services to Students with Disabilities (SSD) office at
MacEwan University
Employment Options: Part Time, currently at Daycare or return to
Bentley

Jenny & Jina

MacEwan University
Edmonton, Alberta

Jenny & Jina

MacEwan University
History
Edmonton, Alberta, Canada
1971
1988
2004
2012

Founded as a community college

University transfer began
Mandate to offer undergraduate degrees
Rebranded itself as MacEwan University

Jenny & Jina

MacEwan University
Programs
The following programs are available at MacEwan University:

Fine Arts and Communications

Health and community studies
Liberal Arts and Sciences
Business

Credit programs includes:

Eight bachelors degrees with a total of 27 available majors

Five degree-transfer programs
Two applied bachelors degrees
50 diploma and certificate programs and credit projects
English as a second language

Jenny & Jina

Faculty of Health and

Community Studies
Therapist Assistant-Speech Language Pathologist falls under
the Faculty of Health & Community Studies and this program
is offered both:
Full-time on-campus (minimum of 2 years)
Part-time online (minimum of 3.5 years)

Rational: Learner X can pursue this program online part-time

and work part- time at the day care. She will be able to get
extra assistance from Services to Students with Disabilities at
the University if needed.

Jenny & Jina

What is Speech-Language
Pathologist Assistant?
Speech-Language Pathologist Assistant can treat and assist
children with communication challenges and difficulties under
direct supervision of a Speech-Language Pathologist. SLPA can

conduct speech-language screenings and assessments

observe and report patient responses
control students behavior and interaction
schedule activities
maintain therapeutic equipment

After completing Speech-Language Pathologist Assistant

program learner X can work in:
schools, day care centres and preschool programs
regional and community health centres, hospitals and rehabilitation
centres
the private practices of speech-language pathologists
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Audience
Student population as of 2013/2014
Full-time students in credit programs: 11,838
International students:1,054
Total full-time and part-time credit students: 18,897
Credit student profile
Average age (full-time students): 22.7
Women: 63.8%
Men: 36.2%

Jenny & Jina

Services to Students with

Disabilities (SSD)
SSD offers a range of services to assist students with
disabilities in courses and other academic activities. Students
may have one or more of the following disabilities types:

mobility
sensory (affecting vision and/or hearing)
learning
attention deficit
neurological
psychiatric
chronic illness
temporary (e.g. broken arm)

SSD Services review documents to identify disability-related

accommodations and services and develop individual
accommodation and service plans.

Communicate & prepare accommodation letters for teaching faculty

Provide educational and career planning advice
Coach students to develop self-advocacy skills
Assist with funding applications for services and technology
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Formal Adult Education

Formal education refers to the institutional ladder that goes from preschool
to graduate studies. This system has the following features:
a) it is highly institutionalized;
b) it includes a period called 'basic education' (which varies from country to country,

and usually ranges from 6 to 12 years) which is compulsory, implements a prescribed

curriculum --approved by the state-- with explicit goals and evaluation mechanisms,
hires certified teachers, and institutional activities are highly regulated by the state.
c) it is propaedeutic in nature (in the sense that each level prepares learners for the
next one, and that to enter into a certain level it is a prerequisite to satisfactorily
complete the previous level)
d) it is a hierarchical system, usually with ministries of education at the top and
students at the bottom
e) at the end of each level and grade, graduates are granted a diploma or certificate
that allows them to be accepted into the next grade or level, or into the formal
labour market http://nall.oise.utoronto.ca/res/19formsofinformal.htm.

Macewan University is classified as Formal Adult Education. It is highly institutionalised

and diploma granting. Adult Learner X has completed two College Certificate programs
that have allowed her to reach the end of the level she was working towards. With her
new goals in minds, to receive a formally recognized diploma that will advance her
career she will have to take a form of Formal adult education to enter the labour market
as a Speech-Language Pathologist Assistant.
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Classifications
Schroeders (1970) Typology
Type II Agencies Established to serve the educational needs of youth, but
also serve adults as a secondary function, these agencies include institutions of
higher education and public schools with adult evening or day programs.
Darkenwald and Merriams (1982) Typology
Educational Institutions This category includes educational institutions
including public schools and post-secondary institutions of all sorts that have
the primary mission of serving youth
Kowlaskis (1988) Typology
Type B Institutions are schools and other educational institutions that offer
adult education as a secondary function
Apps (1989) Typology
Tax-Supported Sponsors include post-secondary institutions, cooperative
extensions, libraries and museums, the armed forces, prisons, or any agencies
that gets some or all of its funding from taxes.
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Philosophical Perspective
The principle of teaching & learning at MacEwan University is guided by
humanistic and constructivism learning theories.
Humanistic learning theory promotes:
Students needs, interests, abilities and aptitudes may differ but each individual has the right to
schooling
Dissemination of relevant learning activities which empower students to be confident in their future
workplace
Development of self-awareness, knowledge, skills, and attitudes necessary to live and work
successfully in society
Innovative and new concepts to create opportunities and make the best possible use of the resources
available
The ability to adapt to changing environments by creating programs to meet the needs of future
students and communities

Constructivism learning theory promotes:

Improved critical and creative thinking, ability to integrate knowledge and motivation for life-long
learning
A learner-centered approach to enable students to explore and question collaboratively
Interactive teaching strategies using life experiences, culture, ethnicity, and religion in teaching and
learning context
Intellectual curiosity and excitement for learning
Creative learning environments that are stimulating, current, innovative, challenging and that
respond to a diverse needs of students and learning styles

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Benefit of these Philosophies to

Learner X
Upon completion of this program Learner X will
develop:
strong sense of awareness
independence and high self confidence
high critical thinking and problem solving skills
innovative strategies to integrate new concepts and
knowledge
strong communication and interactive skills
adopt to the changing world

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Conclusion
How does MacEwan University align with Student
Xs needs?
The program is offered online part-time. This allows her to continue to work
part-time to fund her studies and life expenses.
By going to school part-time, she can focus on a few classes at a time
allowing her to work with the SSD office to make an educational plan and
receive extra assistance.
The average age of students at MacEwan is 22.7 and student X is 23.
The Humanistic and Constructivism philosophical theories can help her to
develop knowledge and skills to enter the School Board and be a successful
Speech-Language Pathologist Assistant.
To receive a diploma in Speech-Language Pathologist Assistant and get a
job in the School Board/Labor Market; student X must attend a highly
institutionalised, diploma/degree granting, Type II Agency/Educational
Institution - MacEwan University is classified as this
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References
Alberta Source (2009) Grant MacEwans Prairie West: Grant MacEwans Journals.
Retrieved from http://www.albertasource.ca/grantmacewan/resources/journals.html
American Speech-Language Hearing Association. Frequently Asked Questions: Speechlanguage Pathology Assistants (SLPAs). Retrieved from
http://www.asha.org/certification/faq_slpasst.htm
Apps. J. W. (1989). Providers of adult and continuing education. In S. R. Merriam &. P. M.
Cunningham (Eds.). Handbook of adult and continuing education (pp. 275-286). San
Francisco: Josey-Bass.
Kowalski, T. J. (1988). The Organization and Planning of Adult Education. Albany, NY: State
University of New York Press.
MacEwan University. (2013). Programs and Courses Retrieved from www.macewan.ca
Schroeder, W. L. (1970). Adult education defined and described. In R. M. Smith, G. F. Aker,
& J. R. Kidd (Eds.), Handbook of Adult Education (pp. 25-43). New York: MacMillan.
Schugurensky, Daniel (2000). THE FORMS OF INFORMAL LEARNING: TOWARDS A
CONCEPTUALIZATION OF THE FIELD Retrieved from
http://nall.oise.utoronto.ca/res/19formsofinformal.htm
Verner, C. & Booth, A. (1964). Adult education. Washington, DC: Center for Applied
Research in Education.
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