EDUC 8105 – Adult Learning Trends Issues Global Perspectives 6 semester

This course is a non-credit course designed for students enrolled in the Adult Learning Certificate Program. It is an introduction to trends, issues, and global perspectives on adult education, including policy and practice in other countries. (Credits: 6) Prerequisites: none Course outline: Module 1: Adult Education in the United States and Worldwide. (3 cr.) 1. Trends in American adult education. (3 cr.) The emergence of home schooling, expanding opportunities for adults to earn their G

A course designed to explore the increasing need for adult education in a global economy. Topics include the development of formal and informal learning approaches, as well as issues and concerns that impact the success of adult education programs. Includes a study of current trends and issues in adult education and related fields. Offered: every odd-numbered year.
EDUC 8106 Course Description for EDUC 8106 – International Adult Education: Trends, Issues, Global Perspectives (6 semester credits) (EDUC 8106

– Fall 2020, Spring 2021

Units of Credit: 6 (5 + 1 elective) Prerequisites: None Corequisites: EDUC 8012, EDUC 8104, EDUC 8107 Course Description: Adult learning is a dynamic and exciting field with many areas of specialization. In this course we will explore the theories and research associated with adult learning theory and practice, including how to create and deliver programs that are meaningful to diverse learners. Students will develop their own professional portfolio for use in promoting career development. We will also

This course will explore major trends, issues, and global perspectives related to adult learning in higher education. The course will focus on the critical dimensions of educational change – from technological innovation to cultural shifts to the needs of diverse learners. The course will offer opportunities for students to evaluate their own areas of interest and may include collaborative projects with other students or faculty. Focuses on developing problem-solving skills and integrating knowledge acquired in a variety of educational settings.
EDUC 8110 Field Experience: Educating Students with

(or EDUC 8145) I. Course Description: EDUC 8105 examines trends and issues in adult education, adult development, and learning. It covers topics such as the history of adult education; current issues facing practitioners in this field; current research on learning and instruction in a variety of academic disciplines; and best practices for working with adults as learners. The course also provides a forum for students to discuss issues related to the integration of adult and children’s education, including program planning, teaching methods

In this course, students examine the interrelationships among theories and models of adult learning; examine current educational trends in adult learning and applications of the concepts in selected professional areas such as social work, counseling, or business; and explore theoretical frameworks for understanding adult learning. Students have opportunities to identify areas of interest for research in the area of adult learning. Prerequisite(s): EDUC 5125 or instructor consent.
EDUC 8115 Course Duration & Credits for EDUC 8115 – Teaching Adults: Understanding

I. Learners will understand the key concepts of adult learning theory and techniques to enable them to design programs and courses that are relevant and meaningful for a diverse population of adult learners. II. Learners will develop strategies and skills to achieve quality student outcomes, and to communicate effectively with students, staff, faculty, administrators, employers, community members, parents/guardians and other stakeholders in order to achieve these outcomes. III. Learners will be able to plan, implement and evaluate diverse educational programs by

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Adult Learning: Trends, Issues, Global Perspectives (6 semester credits) This course will provide a detailed look at current trends and issues in adult learning. We will explore the impact of these trends and issues on the design of learning experiences for adults. Participants will have an opportunity to gain experience through working in small groups and developing action plans for improvement. The focus of this course is to introduce students to how adult learning theories have been developed and how they can be applied in their own lives, organizations, and

In this course, you will explore key issues in adult learning and the role of education in the context of social change and economic globalization. The course covers two broad areas: (1) trends in adult education; (2) issues that affect the design and delivery of adult educational programs. Methods of teaching: Lecture, discussion, small group activities. Readings: Recommended course readings will be provided by the instructor in advance of each class. You are expected to read these before each class session. Required text

A study of learning theory and research with an emphasis on issues of diversity and social justice. Topics will include adult learning theory, multiple intelligences, culturally responsive teaching, and educational reform. Offered fall semester. EDUC 8108 Course Faculty Qualifications for EDUC 8108 – Educational Policy in America: Issues and Challenges (3 semester credits) (EDUC 8108) A survey of education policy in the United States from the late nineteenth century through the present day. The course addresses topics including

This course examines the concept of adult learning from a variety of perspectives, such as education, psychology, sociology, and history. The course includes lectures and discussions on the major issues in adult learning and offers students an opportunity to learn from experts in their field. Students will be required to write term papers for discussion purposes. In addition, they are required to participate in online discussions on topics covered in class. Basic concepts of Adult Learning: What is it? Why study it? Why should we study it?

P. Gergen, D. Gergen (eds), Open University Press (2006), 2nd edition

EDUC 8110 6 semester hours

EDUC 8115 Diversity: Multicultural Perspectives on Adult Learning (6 semester hours) (EDUC 8115) M. Rozeboom, D. Gergen, S. Murray, L. Jorgensen (eds), Routledge/ Taylor and Francis Group (2013)

EDUC 811

Spring; 2-3 credits, Fall and Spring Term. (Grades: Letter grades only.) This course provides students with an opportunity to apply theoretical concepts and apply skills in a realistic professional setting. The student will have the opportunity to work with a professional educator in a school setting. The practicum assignment involves the development of a portfolio that includes research-based strategies for applying educational theory to real-life classroom situations. A grade of C or better is required. Prerequisites: EDUC 8105.

Below is a list of suggested books and online resources that can be used in conjunction with this course for research. However, you should consult your instructor for additional recommended readings. The following websites provide excellent information that you may find useful: • www.guidetoeducationaltechnology.com • www.noodletools.com • www.educationworld.com • www.merlot.org
Chapter 1 Course Overview (9) Introduction to Educational Technology 12
Chapter 2 Course Evaluation and the Importance of Diversity (

3.5 M/6 CR A. Introduction to the course: What is adult learning? Why is it important to study this topic? How can you apply what you have learned in your personal life and work environment? How does one design a course around the topic of adult learning? B. The classroom setting: Group activities, class discussion, workshops, and/or field trips to explore specific topics or individuals related to adults and their learning. C. Student engagement and retention: Who participates in the

1. EDUC 8105 Course Practicum for EDUC 8105 – Adult Learning: Trends, Issues, Global Perspectives (6 semester credits) (EDUC 8105)

9 Curriculum Vitae Prof. Nancy C. Lockyer E-mail: Website: Office Hours: Fall 2008 Tuesdays and Thursdays from 11-12 in WWR B213 CLWOR is offering the following courses this academic year in fall and spring semesters: HIST 1010 — Historical

EDUC 8115 – Effective Teaching, Learning, and Assessment (3 semester credits) (EDUC 8115) EDUC 8120 – Adult Education: Theory and Practice (4 semester credits) (EDUC 8120) EDUC 8150 – Research Methods in Adult Education (3 semester credits) (EDUC 8150) EDUC 8211 – Developmental Education Administration (3 semester credits) (EDUC 8211) EDUC 8225 – Designing and Implementing

– Fall 2012

Select a Course Number

EDUC 8105 – Adult Learning: Trends, Issues, Global Perspectives (6 semester credits)
This course provides an overview of trends and issues in adult learning theory and practice. Topics include the structure and functions of the adult learner; human factors in adult learning; social and cultural influences on learning; leadership in adult learning; organizational dynamics in adult education; and the international perspective on adult learning.

Note(s):

Schedule Type: Lecture
Credits

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Q3. What resources are available for learners? (e.g., staff,

What Should Students Expect to Be Tested from EDUC 8105 Midterm Exam

Readings: The content of this course is based on a set of readings from the following websites: – http://www.education.com/reference/article/what-should-students-expect-to-be-tested-from-edu… – http://www2.njit.edu/classics/nj/CEC%202001/Winter%202003/Pubs/Educ8105.pdf

EDUC 8500 Topics in Education (3 semester credits) (EDUC 8500) Readings:

How to Prepare for EDUC 8105 Midterm Exam

Course Description This course explores the educational and psychological theories of human learning, application of these theories in adult learning, and implications for practice. The first part of the course will focus on theory and issues related to adults as learners, with an emphasis on cognitive development and differentiated instruction. The second part of the course focuses on applying these theoretical constructs to practice in adult education. (3 credits) Learning Outcomes: Upon successful completion of this course, students will be able to: 1. Explain theories of

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Title Vendor Name Content Type Spring 2019 Exam III English Exam Generated from Top 100 Pages on Bing for EDUC 8105 – Adult Learning: Trends, Issues, Global Perspectives (6 semester credits) (EDUC 8105) Spring 2019 Examinations Generated from Top 100 Pages on Bing for EDUC 8105 – Adult Learning: Trends, Issues,

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2014-11-27 · Course: The Future of Work (Online) Education Section: EDD1003 Course Title: EDTECH Course Number: EDD1003C Credit Hours: 2.00 Instructor: Dr. Barbi Kolb Date

The course is designed to introduce

Course Description: This course is designed to give students an overview of the history, philosophy, and principles that have shaped adult learning. The program of study will be informed by the curriculum for the International Baccalaureate (IB) Diploma Program and will include a mix of lectures, discussion, and workshops. Students may take this course as part of their English/Language Arts or Social Studies Education major.

EDUC 8106 – Research Methods for Adult Learners (3 semester credits) (ED

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Summer I 2019

Summer I 2020

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Location: CST – Computing Services & Technology (600 West Main Street) Instructor Name: Pamela Krapf, Ph.D. Office Phone: 419-772-5424 Email Address: pkrapf@northeastohio.edu Schedule Description:

Learning Outcomes:

1. Demonstrate knowledge of popular trends in the fields of artificial intelligence and computing.

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What Should Students Expect to Be Tested from EDUC 8105 Final Exam

of the Fall 2017 semester at Lone Star College. All students have a similar course schedule: 3-hour lecture class, 2-hour seminar class, 1-hour test, and 2-hour tutorial. Take a moment to review our course policies for special accommodations.

You will be given six days to take the test. The first day is reserved for answering any questions you may have about the test or the instructions for taking the test. Make sure to sign up for an appointment time with an

How to Prepare for EDUC 8105 Final Exam

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1 What is the four-year educational system for adult education?

a. Modular b. Rigid

c. Flexible d. Flexible and flexible

2 Adult educators are generally able to meet the needs of learners with fewer years of schooling than their own, because they: a. have better knowledge of adult learning principles b. have more experience in the classroom c. have no special training d. are able to differentiate

EDUC 8105 Week 1 Description

EDUC 8105 will address the interrelationships between the global community, education, and technology. The global community refers to both cultural and political issues that impact the United States as a nation. From North Korea to Saudi Arabia to Zimbabwe, international events can have a powerful influence on local education systems. These systems are also impacted by issues of violence and conflict. Global political issues are often reflected in policy issues that impact U.S. education systems. This course will explore these interconnections through themes from the fields

EDUC 8105 Week 1 Outline

1. What are the major trends in the adult learning and training fields? 2. Why do you think they are important? 3. Discuss various theories of adult learning as they apply to the development of an educational program for adult learners. Provide an example(s) of each to illustrate your response. 4. What role do you believe technology can play in changing how adults learn and develop? Provide an example(s) of each to illustrate your response.

University of North Carolina – Wilmington (

EDUC 8105 Week 1 Objectives

(2-0) I. Course Objectives
 To introduce key concepts of adult learning theory and research  To introduce the historical and cultural context for learning  To provide an overview of how adults learn, including information on education as it pertains to adults.
 To provide an overview of educational trends, issues, and research related to diversity in education.
II. Course Content
EDUC 8105 Week 1 Learning Styles
 Study of how individuals learn and

EDUC 8105 Week 1 Pre-requisites

Status: Open List of Pre-requisites for EDUC 8105 – Adult Learning: Trends, Issues, Global Perspectives (6 semester credits) (EDUC 8105) EDUC 8105 Week 1 Summary Instructor(s): O’Hara, Eileen A. Specialization: Educational Policy and Administration Level of Study: Undergraduate/Graduate Course Description: This course will begin by reviewing some of the key historical and theoretical perspectives on adult education. It will explore why adults learn and how it

EDUC 8105 Week 1 Duration

– 6-Week (Fall) This course is a study of the trends, issues and global perspective of adult learning. It addresses the content of adult education and emphasizes the relationship between academic instruction and skills acquisition. The emphasis is on the interplay between theory and practice in adult learning situations. (Prerequisite: EDUC 2000 or equivalent).

EDUC 8105 Week 1 Learning Outcomes

— Lecture and discussion on the theoretical bases of adult learning, with a special emphasis on global perspectives. Offers insights into learning theories and techniques and their application to the real world of teaching, learning, and research. Students develop strategies for critically evaluating existing research in adult education to make more informed decisions about current practices. Students explore how different societies develop cultures that support, or inhibit, positive changes in individuals. They learn to design new curricula for adult learners.

EDUC 8106 Week 1 Learning

EDUC 8105 Week 1 Assessment & Grading

This course introduces students to various issues and trends in adult learning. Although the course is designed for the K-12 education environment, it will be of interest to anyone who would like to understand the various concepts and theories related to adult learning. Topics include: adult learning theories, assessment as a tool for the classroom, motivation and self-concept in adults, educational expectations of adulthood, factors influencing the decision to return to college after an absence from formal schooling, different approaches to teaching adults including: Blended

EDUC 8105 Week 1 Suggested Resources/Books

Author: N/A (N/A) Publication Date: 2009

EDUC 8400 Week 1 Suggested Resources/Books for EDUC 8400 – Teaching and Learning in the Elementary School (6 semester credits) (EDUC 8400) Author: N/A (N/A) Publication Date: 2010

EDUC 8700 Week 2 Suggested Resources/Books for EDUC 8700 – Transitioning from Elementary to Middle School (6 semester credits) (

EDUC 8105 Week 1 Assignment (20 Questions)

Can’t seem to find an 80 hour course? Try the 2 hour version! This is a week 1 assignment. Once you take this online class, you can print your grades and hand them in to the school. You can also print out your assignments, tests, and quizzes from this site and hand them in to the school. Just go to each course’s page on this site and click on “View Assignments” for that specific course.

Is it easy or hard for you to

EDUC 8105 Week 1 Assignment Question (20 Questions)

Discussion Questions. Web Links for some topics and resources. Additional Notes regarding this assignment: The first question of this essay must be a response to at least two additional questions posed by your instructor, and the second question must be a response to a question that was not answered in the lecture or discussion for the preceding week.

The goal of this course is to develop an understanding of how adults learn as well as general research on adult learning, including:

Developmental theory

Learning styles

Mindfulness

Motivation

EDUC 8105 Week 1 Discussion 1 (20 Questions)

Discuss the following questions with your classmates. Your response should be no more than 150 words each (in total, include your name and other class related information). 1. Why are educators constantly looking for ways to develop and improve teaching? How do we measure success? Discuss the difference between students’ “satisfaction” and “well-being” in education. What is an ideal learning environment for students? Is it possible to achieve these goals in an online classroom?

Q : How do you maintain security

EDUC 8105 Week 1 DQ 1 (20 Questions)

The DQ’s for this week are based on the topics from the week of Nov 16 – Nov 20. Please follow the format as below to answer these questions. For each question, you will need to provide a detailed paragraph response and a paragraph response in your own words. Use APA format for all references and citations. You may use outside sources, but they must be properly cited in APA format and no more than 3 sources can be used in your responses.

Question #1

A

EDUC 8105 Week 1 Discussion 2 (20 Questions)

for University of Phoenix

Q1: In the last chapter, you read how the use of active learning strategies can improve student engagement and learning. Discuss how active learning strategies affect student engagement and learning in your course. How can these strategies be applied in the classroom to make it more engaging? How can active learning be used as a tool to improve learner motivation?

Q2: In Chapter 10, you read about the development of instructional programs that emphasize experiential-based lessons and projects. Describe two

EDUC 8105 Week 1 DQ 2 (20 Questions)

in the online learning environment at Academized and completed in a timely manner. DQ 2 (20 questions) for EDUC 8105 – Adult Learning: Trends, Issues, Global Perspectives (6 semester credits) (EDUC 8105) is due on day 7. Downloaded from: http://academized.com/downloads/edu-8105-week-1-dq-2-20-questions-for-edu-8105-adult-learning-trends-inc … No

EDUC 8105 Week 1 Quiz (20 Questions)

at University of Massachusetts Boston. University of Massachusetts Boston. 1 reviews “I teach in the Adult and Community Education program which provides adult students with the skills to make informed decisions about their career paths and transition from being a student into becoming a more successful professional” Erin Fiore. He is currently the Chief Innovation Officer for Education & Youth Programs at Shutterfly, Inc. edu Phone: 978-934-2105 Fax: 978-934-2108. Graduation, certificate or

EDUC 8105 Week 1 MCQ’s (20 Multiple Choice Questions)

from University of North Texas – Online Learn with flashcards, games, and more — for free.

Learn (8)With answers. 1 Jun Improve your results by using this Cheat Sheet for the Adult Learning Module. The Adult Learning Module is part of the three-semester program of study leading to the Bachelor of Arts in Education degree. This one-credit online course is based on a book that reviews research about adult learning. The first section looks at how adults learn and their levels of knowledge.

EDUC 8105 Week 2 Description

Advanced and applied research in the field of adult learning including reading, writing, and critical thinking. Issues in counseling and psychotherapy; preparing for careers as human resources managers; motivation. Interdisciplinary approaches to educational practice. Open to all majors, including those from other disciplines who wish to focus on issues related to adult education or who are interested in human resource management. Textbooks: No textbook required. Course Content: Relevant articles will be drawn from a variety of peer-reviewed sources and published professional journals in psychology

EDUC 8105 Week 2 Outline

EDUC 8105-001: Adolescent and Young Adult Learning (3 semester credits) (EDUC 8105) EDUC 8105-002: Adult Learning Theory, Development and Applications (3 semester credits) (EDUC 8105) EDUC 8105-003: Developing Lifelong Learners (3 semester credits) (EDUC 8105) EDUC 8105-004: Using Technology for Learning (3 semester credits) (EDUC 8105) EDUC 814

EDUC 8105 Week 2 Objectives

The objectives for EDUC 8105 – Adult Learning: Trends, Issues, Global Perspectives will prepare the student to understand and explain the trends, issues, and global perspectives that influence adult education. The student will be able to recognize and compare local, state, national and international trends in adult education. The student will have an understanding of the need for social change in order to promote equity of opportunity for all citizens. They will be able to apply knowledge of concepts such as diversity, community resources and public policy

EDUC 8105 Week 2 Pre-requisites

EDUC 8106 Week 2 Pre-requisites for EDUC 8106 – Child and Adolescent Development (6 semester credits) (EDUC 8106) ECOG 8120 Week 3 Leadership for Public Schools: Systems, Advocacy and Accountability (3 semester credits) (ECOG 8120) ECOG 8121 Week 3 Leadership for Public Schools: Systems, Advocacy and Accountability (3 semester credits) (ECOG 8121) ECOG

EDUC 8105 Week 2 Duration

– Faculty: Constance Coonan 2 hours per week. (3-0) This course focuses on the education of adults and the factors that influence their learning. The course is designed to help students develop understanding of how adult learners learn, what they want to learn, and what they can learn in order to increase their effectiveness in adult learning. Learning styles, motivation, critical thinking, learning preferences and social/cultural influences are considered as well as assessment techniques used in teaching adult learners. The

EDUC 8105 Week 2 Learning Outcomes

1. Learning Outcomes – The Education Specialist in Adult Learning at the University of Georgia prepares to conduct an educational experience and a research project using the educational process with children and adults from diverse backgrounds. The student will also develop a professional network, skills, and resources in adult learning theory, research methods, and practice. 2. Curriculum – Students will select a topic that interests them and complete an educational project that includes a professional development activity, field experience, research, reflection, or writing for publication

EDUC 8105 Week 2 Assessment & Grading

Week 2: Assessment for EDUC 8105 – Adult Learning: Trends, Issues, Global Perspectives (6 semester credits) (EDUC 8105) Week 1: Learning Plan Due – for all students (EDUC 8105) Week 2: Pretest of the Ten Weeks Principles and Processes in Adult Learning Strategies (EDUC 8105) Week 3: All students are expected to complete the Pretest for the Ten Weeks Principles and Processes in Adult Learning Strategies (ED

EDUC 8105 Week 2 Suggested Resources/Books

1. Houghton, B. & Ward, K. (2002). Adult learning in a changing world: Theories and practices of adult education. Boston, MA: Allyn and Bacon.
2. Laforge, A. (2003). Learning theories: An introduction for teachers. Belmont, CA: Wadsworth/Thomson Learning.
3. Nolan, J., & Nelson, D. (1994). From theory to practice in adult education and training programs:

EDUC 8105 Week 2 Assignment (20 Questions)

in the links below. Please read over the answers carefully and make sure you have answered each question correctly.

EDUC 8105 Week 2 Assignment Question (20 Questions)

The topic of this discussion is: “Heterosexual parents and their children: Social, cultural, and gender contexts in education.” Your initial posting is due on Tuesday at midnight. Submit your assignment to the Assignments tab. See rubric for details. 300 word minimum (maximum 1 page)

EDUC 8105 Week 2 Discussion 1 (20 Questions)

for the course EDUC 8105 at University of California, Berkeley

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EDUC 8105 Week 2 DQ 1 (20 Questions)

The purpose of this week’s activities is to provide opportunities for you to discuss the most pressing issues affecting adult learners. Please feel free to use your reading as a starting point to develop your own thoughts and questions. This week’s discussion questions are based on the following readings: “Learning Styles and Learning Styles in Adult Education” by Mary Ann Mansfield, “Learner Autonomy in Adult Learning” by Carol Russell, and “Education and Learning: Global Contexts” by Stephen White.

EDUC

EDUC 8105 Week 2 Discussion 2 (20 Questions)

– Discussion 2

Educational Leadership and Management, College of Education and Human Development, Stanford University

This discussion is based on the reading for Week 2 “Theories of Adult Learning.” Answer the following questions: 1. How is adult learning defined? What are some characteristics of adult learners?

What are some characteristics of adult learners? 2. What is an adult learner? How do they differ from other learners?

What is an adult learner? How do they differ from other learners?

EDUC 8105 Week 2 DQ 2 (20 Questions)

You must take this test in the first 3 weeks of class in order to pass the course. It will be posted on Blackboard (Bb) on the date indicated. Please do not wait until a week later to take it.

1. What is a curriculum? How are curriculum and instruction related? Why is it important that teachers understand how and why we learn?

2. What does a developmentally appropriate approach to education mean? Why is this important?

3. Describe the two major orientations

EDUC 8105 Week 2 Quiz (20 Questions)

at Walden University.

In the last 5 years I have been working with a team of developers, designers, and product managers to build a couple of applications. It has become apparent that many of the teams are not structured in such a way that they can develop products and software productively. The result is that it becomes very difficult to support end-users. As an adult educator I am interested in ways to support my students more effectively so that they can be successful as independent learners and researchers.

1

EDUC 8105 Week 2 MCQ’s (20 Multiple Choice Questions)

at California State University, Northridge.

EDUC 8105 Week 3 Description

Provides a comprehensive overview of the world of adult education and its role in society. Focuses on concepts and theories relevant to adult learning, as well as on current issues in adult education research, policy, and practice. Does not include an internship or practicum. Prerequisite: Admission to the teacher education program (EDUC 2010-2110). Educates students about theories of adult learning and about their own learning styles, attitudes toward self-directed lifelong learning, and expectations for the future. Me

EDUC 8105 Week 3 Outline

After studying the chapter, you will be able to: 1. Identify and discuss important issues related to adult education. 2. Discuss changes in adult learning theory as a result of social, economic, technological, political and cultural developments during the past few decades.

3. Describe how methods and techniques used in adult education have changed during the past century in response to new theories and technologies. 4. Demonstrate understanding of an important contemporary issue or issue area relating to adult education. 5.

EDUC 8105 Week 3 Objectives

(3 semester credits) On successful completion of this course, the student will be able to: • Understand the concepts and theories in adult learning; • Discuss how different cultures influence adult learning; • Analyze global influences on adult learning; • Compare different types of learning styles; • Apply theories and methods in the design and implementation of programs for adult learners. This is a general education course.
Prerequisite: EDUC 7010 or EDUC 7040
EDUC 8115 Week 4 Obje