Cambridge University Press et al v. Patton et al
Filing
324
DEPOSITION of Daphne Greenberg, Ph.D. taken on April 21, 2011 by Cambridge University Press, Oxford University Press, Inc., Sage Publications, Inc.. (Attachments: # 1 Exhibit D-1, # 2 Exhibit D-2, # 3 Exhibit D-3 - part1, # 4 Exhibit D-3 - part 2, # 5 Exhibit D-4, # 6 Exhibit D-5, # 7 Exhibit P-1)(Rains, John)
E
X
H
I
B
I
T
1
Educational
Understanding and
8070
Psychology
Adult Learning
Facilitating
Semester 2009
Fall
Dr Daphne Greenberg
Room 896 College of Education
Instructor
Office
404-413-8337
Telephone
Email
email
Office
use
to
dgreenberacgsu.edu
only
me through ULeam
Hours Tuesdays 215 PM- 315
Class Location
and
or
emergencies-otherwise
by appointment
College of Education Bldg 896
PM
Times 430
Class
PM
attachments
for
Class Computer
700
until
PM
81609
Framework
Unit Conceptual
Leadership and
Focused
Scholarship
on Learning and
Development
OVERVIEW
adult
This course
key issues and
an introduction
to the
an appreciation
of the heterogeneity
is
prominent
of
theories
learning
OBJECTIVES
Students
will
develop
Students
will
be introduced
adult
to adult
of adult
issues
related
developmental
learners
how
and
to
they relate to
learning
Students
will
Students
will learn
adult
regarding
examine
critically
to
theories
communicate
learning
and
issues
both orally and
adult
learning
information
in writing
theory
FORMAT OF COURSE
The format of
course will include
this
PROFESSIONAL BEIIAVIOR
includes
issues
of conduct
Bulletin Students
related
and
to
and
cheating
academic
material
Duplicating
is
felony
cases
one
Professional
behavior
also
which
disrupts
the
to
policy
to
it
and
those
including
submissions
action
will
selling
be
such
gift
as
and
College of Education
multiple
seriously
work
students
all
in the Bulletin
interacting
student
is
theft
class
but
includes
or
pages
Defendants
is
with instructors
behavior
both on
to include
Disruptive
and unreasonable
personal phone calls
of
copying and
or accepting
Disruptive
behavior
in the
group
by
prosecution
learning environment
Such
and
is illegal
appropriately
educational process
repeated obscenities
making/receiving
subject
includes
GSU
defined by the instructor
threats
is
stated
small
expected
collaboration
honesty are taken
Purchasing such material
all
classroom or other
unauthorized
materials
copyrighted
receiving In
students According
honesty
is
honesty as described
follow the policies
of academic
plagiarism Violations
initiated
to
and
discussion
behavior
Professional
academic
are required
class
lecture
is
student
and
other
behavior
and off-campus locations
behavior for this purpose
not limited
interference
during class
in
to verbal
is
or physical
with class discussion
leaving
and
entering
class
Exhibit
Szi -I
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ESQI IRE
Exhibit 1 - 1
in
frequently
absence
the
of notice
and persisting
circumstances
members For purposes
to exhibit
student
in disruptive
this
policy
In
inappropriate
addition
inform the student
DISABILITIES
or other
of class
student
to
see
and
me
related
optiQns
with
Students
disability
Services
require
first
behavior for
toward the
demonstrates disruptive
that
or
behavior was
the
incident the written
will
notification
documentation
will
instruction
modify
You
classes
to university
or
need
registered
expectations
you must make
accommodations
two weeks of
must be
accommodations
requiring
before
special
within the
who
class
behavior
inappropriate
notification
to the
disabilities
make arrangements according
can
the
documenting
of Disability
with the Office
appointment
to
of his/her
with other
be considered disruptive
also
may
extenuating
conversations
personal
behavior will be given written
unprofessional
you have
it
or other
illness
of
intimidating
threatening
or classmates outside
instructor
that
of
instructor
to
If
an
to
self-identify
so
policy
REQUIRE READINGS
There are three required
sets
of readings
Text
Merriam
San Francisco
edition
2007
Baumgartner
Caffarella
Learning
Jossey Bass hereafter cited
as
in
Adulthood
3111
Merriam
Book Review Text
2005
King
Bringing Transformative
Malabar Florida
to Life
Learning
Krieger
Publishing Company
two
These
the
GSU
texts are available
Pullen Library
hours
for
reserve
in the
time Only one copy
at
bookstores and
Georgia State University
note that students
Please
allowed to access
are
book
of each
is
available
on
reserve
books
through the
at
from
GSU
the
Pullen Library
ERes
Library
Readings
reserves
Articles
system
for this
See page
RECOMMENDED TEXT
manual of
the
American
course are available
11
on-line
GSU
through the
Pullen
for instructions
American Psychological
Psychological
Association
2001
6th Ed. Washington
Association
Publication
DC
Author
REQUIREMENTS
Students are expected
will
come prepared
students
find
discouraged
know
class
if
and
it
to
useful
to bring
the
if you are
will
assigned readings
is
it
be absent
going to be absent
grade will be lowered by one
in
participate
assigned readings
the
however sometimes
why you
and
attend
to discuss
unavoidable
all
classes
Although
to class
Please
It is
Absenteeism
email me/call
you PRIOR
permitted three EXCUSED
expect to hear from
You
FULL
are
letter
grade
if
that
expected
you
not required many
you miss more than
is
me
strongly
to
to the
let
start
absences
classes
me
of
Your
in the
GaStateOO66232
Exhibit 1 - 2
semester Missing
withdrawal
more
or
from the class
class
Chronic
other
commitments
tardiness
two
It is
are
this
that
expected
honesty without
adhere
will
papers
adhere
to
expected
to the
missed
it
is
being tardy
or
decision
appropriate
YOUR
is
for
to
responsibility
submissions
written
to
APA
available
by use of
form after preparation
final
Edition
6tht
Georgia State University
This policy
exception
in
most
you have
If
classes
missing
the
is
whole
one
missing
in class
Hand
be double-spaced
will
to
marked absences
class
is
or administrative
an incomplete
equivalent
frequently
you missed
assignments will be submitted
All written
word processor and
students
you
of or an entire class
classmate to fmd out what
accepted
in
taldng
whether
is
result in
to
will necessitate
you may want to reconsider
you at this time If portion
contact
half classes
accumulate
may
that
will result in either
classes
Missing
on-line
will
NOT
be
guidelines All
on academic
policy
at
httpI/www.gsu.edu/wwwflib/sec4O9.html
of the policy
Violation
accordance
ULearn
11
page
will
with University
student
Every
On
facilitation
is
to
required
students
me
You
assignments
or
direct link
can
email messages
to the
authorities
in
Policy
also
An
ULeam web
logon to the
basis you are expected
weekly
to the appropriate
immediately
information about announcements
to receive
as
be reported
to
check
the
read student
the
utilize
electronic
highlights
of
this
for this
and
syllabus
is
see
course
readlpost
ULeam
email system on
version
for this class
page
ULearn page
send fellow
to
as
included
well
ERes readings
ASSIGNMENTS
Reaction
Weekly
we
While
are
the readings
information that
no
more than
the
beginning
prior
you
is
contained in the readings
of each
is
is
log wili result in
Please
do not forget
each
entry
do not want
me
to place
you
the
actively
include
to
your
name
summarize
learners
will
also
be graded
for
the
you
wish to explain
accuracy
class
titles
for these
write
is
to
up
why you
appropriateness
agree
and
or
at
unless
if
therefore
days Any unexcused
late
grade
of reading assigmnents on
want you
is
logs
Make
readings
page
readings
readings Absence
material nor do
plan to utilize an idea in your practice
helps you to understand yourself
as an adult
You may
discuss
submitted will receive
not
date and
the
The purpose
your log What
is
how you
knowledge
logs
in
approximately
we
that
pm on
that
log
thought about the assigned
assigned readings
week
the assigned
your log by
lower grade
paraphrase the assigned reading
you have
discuss
should be
logs
in the
not an excuse for not submitting the log and
should email
of
or
we
class before
granted
absent you
reaction
The
pages and should be handed
permission
are
reaction
week you are required to submit
log on
week You are expected to include something from all
week The purpose of the log is to help you actively process the
1-5 each
assigned for the
readings for the
required
1-5
Log for Topics
covering topics
for
you
to just
to
sure to refer to
you however
how
learner
or disagree
your
each
one
that
of
some examples
particular
or
quote
show me
of
piece
students
as adult
with something
timeliness They are worth
The
10%
of
your grade
GaStateOO66233
Exhibit 1 - 3
of Class Discussion
Facilitation
Each
Description
that
article
see
or
By
28th
reading you selected
Your
By
students
submit
before
pm
hard copy
before
based on the topic
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You
and
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complete
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that
question
have
ma
the
and
an electronic
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it
copy
to
okay
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the
article
In
of
other
read by the class After making the
of the article using
or points
Your
CLEAR
including
This facilitation
is
power
on
S-minute discussion
entire presentation
enforced
strictly
an electronic
copy
for
10-minute presentation
and
article
then lead the class in
10 minutes this will be
see below
the discussion
facilitate
your
one
posted on ULearn
question that you have
one
provide the class with
will
discuss
you You
assist
will
you
relate to the
article
section
form and
it
the
an outline of your presentation
publication
with the bridge
will
you
should take
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article
class
me
submit to
to
starting
slides to
which
the
access
your assigned date
in outline
BEFORE
words how does your
connection
for
and
article
you can
the facilitation
your assigned date
additional
article
of the
title
date
on ULeam in
will
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the
be assigned
will
about
to think
and
details
me
sure that
Sunday
On
point
email
please make
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citation
your
of course
facilitation
to post
responsibility
reading from
ERes
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list
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discussion
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please
from
it
it You
to
committing
from
outline
August
be responsible
will
has selected
s/he
topics
student
discussion
worth
20%
of
your final grade
Please use handouts
this
take 10 minutes
should
presentation
time limit
to
is
few
us try to save
let
sparingly
practice making
good way
to
Your
trees
make
entire
prior to coming
your presentation
within
sure that you keep
to
class
Research Proposal
Write
5-10 page
research
proposal on an aspect
of your choosing
1-5
from topics
Your proposal should include
BRIEF
literature
minimum
included
be
review to provide
literature
of
THREE
in the
sure to
body
follow
of your paper
APA
Summary of your
research
that
question
Study
Proposal
analyze the data
possible
NOT
readings
the context
minimum of
review needs to include
ONE
reading
study
included in the syllabus All references
and
as part
of
reference
This
from the syllabus
list at
the
end
and
need
to
be
of your paper
style
few sentences
review
literature
has been
followed
by
the
SPECIFIC
generated for you
Describe your participants
collected
implications
of your proposed
Describe possible
of the different
types
materials procedures
limitations
you
of results you
foresee
and
how you
will
with your study and
may obtain
Due Dates
Proposed
general
Proposed
specific
Research
question
October
topic
September
aspect
and
October
proposed
2009
2009
list
of references
that
will
be included
in
paper
27 2009
GaStateOO66234
Exhibit 1 - 4
November
due
is
Project
Reflection on Adult
This reflection
the
is
in
of your
on
the learning
and
Topic
Your
reflection
points
of each
of what
comparison
is
discussed in Topic
your view of adult
share
8-10 pages
between
grade
theories
summary of key
be
final
Theories
Learning
based
covered
subjects
10 2009
20%
This proposal will reflect
should cover
paper
Select
at
learning This paper
the
of
least
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following
theory
theories
in the different
highlighted
your agreements/disagreements with the theories
of your
examples
feel
Reference
to
at
conclusion
theories
This refection
to
that
is
of
Dont
words
2009
author
is
1-5
that
30%
book
learning
If
page
been
defmed
and
relate to
your reflection
from each of the chosen
of your grade
to
Learning
Guidelines
Lj
for writing
date page
publisher publication
ISBN number at the beginning of your paper
Make sure to cover the key points for the entire book
Comment on Kings writing style-for example is she
concepts/terms
and
clear
review
the
number
price
Are
understandable
well Has your understanding of
developed
you
learning
worth
Transformative
this
which
learners
theory
of adult
and
review of
title
those of your adult
you would choose
points
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Bringing
write
to write
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your own
the
from topics
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depicts
Kings
or less
or
learning
readings
December
due
1000
adult
for or against
least
develop
Book Review
In
own
provide evidence
transformative
enhanced
FEW SHORT
you want use
number in parentheses
Do you recommend
quotes
book Why/why
this
to
make your
not
If
points
dont
you recommend
it
forget
who
to give
the
should read
it
Do you agree
Comment on
with Kings
not
Why/why
viewpoints
the appendices-are
not
helpful-why/why
they
Due Date
December
2009
This proposal will reflect
Note
Jam
narratives
these
drafts
willing
to
multiple
but
for doing them
you
20%
of your
review drafts of
times
will
until
or deducted
points
grade
assignments from outlines
all
two weeks
not be graded
final
before
on these
the
due
drafts
date
and
will
to fully
will give
written
you feedback
not receive
extra
on
credit
for not doing them
GaStateOO66235
Exhibit 1 - 5
SUMMARY OF IMPORTANT
email of
Facilitations
August
it
selected
Proposed
general
October
Proposed
specific
Research
paper
November
December
aspect
and
Proposal
class
proposal
of research
of
2009
September
proposal
list
proposed
November
on November
of Class
Last Day
reading you
2009
October
references
that
will
24
in
10 2009
2009
December
Thanksgiving
2009
on Adult Learning Theories and book review
Reflection
be included
27 2009
October
No
from which
and
of research
topic
question
Research
title
28 2009
August
September
article
DATES
are
due
GRADING
10% of
class
grade will be based
on the reaction
logs
20%
of class grade will be based
on the facilitation
20%
30%
20%
of class grade will be based
on the research
Letter
grades will be calculated
proposal
of class grade will be based on the Reflection
on Adult Learning Theories paper
of class grade will be based on the book review
Letter
according to the following criteria
Percentage
Grade
Score
below
See
95%
93
9092%
8789%
8386%
8082%
7779%
7376%
7072%
6069%
A-
B-
C-
60%
NOTE
In this class
CONDITIONS
will
score of
be award
an
is
possible
MET
submitted
assignments
numerical
ARE
it
obtain
an
Numerical score of
and above
NOT
FOLLOWING
above AND
IF TIlE
96%
on time and no more than one
96%
and
to
and
absence
all
If
student
receives
but does not meet the other stated criteria
s/he
an
GaStateOO66236
Exhibit 1 - 6
Outline of Course
Note
in the order
not attached
are
on
as indicated
At
section
end
the
each
to
of each
class
the readings
reading
You
outline
this
per class For the second
readings
first
dates
Specific
can
the five
to
up
assigned readings under
will
an announcement
class
approximately
anticipate
read
please
follow
will
however
be made about
the
the
next set
of readings
Research
Considerations
ERes 01 Caskie
and
development
70 New York
ERes 02 Deshler
611
San Francisco
ethical
and
in the field
and improving quality
Lawrence Eribaum Associates
2009
2009
ERes 05 Cole
The
Handbook
52-
construction
of knowledge
politics
adult
of
Many
The
from the field
defining
ERes 04 Cohen
vp
and Learning
Adult Development
2000
Eds
Tales
research
quality
for adult
and continuing
education
In
pp.592-
Jossey Bass
2007
ERes 03 Greenberg
issues
methodological
Press
University
E.R Hayes
Ed.
Hoare
learning In
Oxford
Grudens-Schuck
A.L Wilson
design and
2006.Researeh
Willis
in
of adult literacy
forms of culture
and
American
research
in
and
challenges
Ed
Belzer
In
bask education
adult
Intersectionality
struggles
Mahwah
pgs.53-67
Psychologist
of conducting
Toward
NJ
64 194-204
American Psychologist
psychology
64 170-180
Learning
Environments
Merriam Learning Environments
2006
ERes 06 Taylor
Learning Concepts
Informal adult
leaning
and
Chapter
everyday
pages 27-52
literacy
practices
Journal
of
and Adult Literacy 49 500-509
Adolescent
ERes 07 Tallent Rurmels
2006
Liu
and
Educational
M.K
Thomas J.A Lan
Teaching
Research
W.Y
Ahem T.C Shaw S.M
Cooper
review of the research Review
online
courses
of
76 93-135
Participation
Merriam Adult Learners
ERes 08 Rubenson
Giancola
model
Participates
Desjardins
to participation
ERes
Who
in
adult
Grawitch
for adult
and
Why
2009
Chapter
The impact of welfare
education Adult Education
Borchert
students Adult Education
pages 53-78
2009
Quarterly
Dealing
state
regimes on barriers
187-207
with the stress of college
Quarterly 59 246-263
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Exhibit 1 - 7
ERes 10 Buehl
students
domain-specific
Research
ERes
Journal
11
majors
Educational
Attitude
Committee of
and
profiles
differences
performance
American
in
Educational
2007 Women
Darlington
and
of research
synthesis
1994
theory from
to
in
computer-
2005
Review
of
77 500-533
Dew
Bakeman
Subcommittee
Survey
Motivation
belief
epistemological
Scheckler
critical
Research
ERes 12 Talburt
2005
42 697-726
Allen
Singh
related
P.A
Alexander
2005 LGBT Campus
Taylor
Greenberg
Report submitted to the Cultural
Report
Diversity
Senate of Georgia State University
the University
Development
Merriam Adult Development
ERes
Chapter 12 pages 298-324
Thompson D.N
Zabrucky K.M 2005 Sensory and
In 0-S Tan
S-H Seng Eds Enhancing
13
Cognitive
Adulthood
pp
Applications across contexts
ERes
Lineweaver
14
across
the
Berger
are
lifespan
275-298
Expectations
by aging stereotypes
impacted
about
memory
in
functions
Asia McGraw-Hill
2009
Hertzog
Development
itive
cogn
Psychology
change
and Aging 24 169-
176
ERes
15
Cavallini
beneficial
Vecelii
Pagnin
of
effect
memory
training
Aging and everyday memory The
Archives of Gerontology and Geriatrics
37 241-
2003
257
Merriam Cognitive
Merriam
and
Intelligence
16
Ed.
Adult $ducational
Tennant
J.J
American
14
pp
Conceptions
groups
New
pages 325-3
Chapter 13
58
pages 359-390
The development
Psychology
2003
ethnic
Adulthood
Aging Chapter
2008
ERes
ERes 17 Arnett
in
Development
9-23
of identity
in the adult
Amsterdam
Rotterdam
of the transition
Directions
to
Athanasou
years In
Sense
adulthood among
Publishers
emerging
for Child and Adolescent Development
adults
100
in
63-
75
The Development
ERes
18
of Expertise
Bamer
Stevens-Long
learning The
pp
455-4
role
of doctoral
75 New York
2005
study
In
Advanced avenues
Hoare
Oxford University
Ed.
in adult
development
Adult Development
and
and Learning
Press
GaStateOO66238
Exhibit 1 - 8
ERes
19 Pages
83-108
in
ERes 20 Ruth-Said
2007
Tisdell
phenomenological
The trouble
The
of learning
role
Adult Education
The meaning
Adult Education
study
2009
Ekes 21 Grenier
docents
2004
Labaree
New Haven
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with
Yale
Press
University
use of intuition in novice nurses
and
115-140
Quarterly 57
in the
in
of expertise
development
museum
142-157
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Learning
2006
ERes 22 Tennant
Learning
ERes 23 Kratzing
G.P
proficiency
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ERes 26 Crisp
Social
J.M
Fox
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Garcia
and
Personality
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25-70
Psychologist
Merriam
Knowless
Merriam
Self-Directed
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of adult
Can imagined
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learning
98 238-246
Psychology
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