Department of Lifelong Education, Administration, and Policy
Adult Education
Graduate Handbook
Master's Applied Project (EADU 7650)
The Applied Project is designed to be a capstone experience for Master's students. It is the last, or nearly last, "course" of students' programs. In this final project, students are expected to apply the knowledge gained in Master's courses to actual or anticipated work settings. An Applied Project should:
- Focus on useful knowledge in a student's current or desired arena of practice;
- Involve information gathering, analysis, and interpretation; and
- Result in one of two substantial products:
Option 1 - a project accompanied by a written report (e.g. simulation game, workshop, website, Evaluation plan)
Option 2 - a written report (e.g. write up of a research Study, literature review, grant proposal)
The written report (whether option 1 or 2) should not only be descriptive, but also demonstrate critical thinking and show an integration of knowledge gained in the Master's program.
Steps in Completion of an Applied Project:- The student schedules an initial, exploratory meeting with his or her advisor to discuss the guidelines for the applied project, human subjects approval if needed, frequency of meetings, etc.
- This meeting is followed up with a student-written memo laying out the rationale, goals, activities, and anticipated end-product; see recommended attached form;
- The student should schedule at least one mid-project conversation with his or her advisor to update progress;
- It is recommended that a draft of the Applied Project be given to the advisor for review two weeks before the final due date.
NOTE: The Applied Project is usually completed under the direction of the student's advisor. However, student interest and/or faculty schedules may result in the project supervisor being a faculty member other than the advisor.
Examples of Typical Applied Projects:- A needs assessment survey for an adult higher education program;
- A small-scale qualitative study of young female graduates and career development;
- A small study of the applicability of andragogy to adult education in Hong Kong;
- The development of a workshop on planning issues between two agencies serving public housing residents;
- A needs assessment of community residents to determine whether or not there was a sufficient interest in an evening program for adults;
- The development of training program on breast cancer in African-American communities for a sorority to use as one of their community projects;
- An evaluation assessing lessons learned and mistakes made in planning an electronic forum between two institutions;
- A survey asking how Adult Education masters graduates without previous adult education work experience have found employment and in what settings;
- Development of a leadership training program for ministers in Atlanta;
- Develop a reference file for local adult educators on resources available for lesbian professionals in the greater Atlanta area;
- Analysis of success factors from the literature, for community improvement, followed by case descriptions of five communities and how they scored on the success factors;
- The Probate Court Clerks of Georgia: An Educational Needs Assessment Overview
- Measuring the Effectiveness of Human Resources in EMC Corporation's Global Services Division
- Reducing Recidivism: A Plan for Community Mentoring of at-risk Adults
- Performance Gap Analysis of Houston Orthopedic's Patient Flow Process
- Georgia Aviation Technical College: Institutional Effectiveness Model
- Appalachian Technical College Orientation Seminar for Part-time Instructors, Aids, and Office Staff in the Department of Adult Literacy
- Southern Regional Education Board's Electronic Campus Lifelong Learning: Opportunities for Older Adults? Web Site
- Risk Management Training for Multicultural Flight Crews: Delta Airline
- Developing an E-Learning Strategy: Verizon Wireless
- Computer Integration in the Adult Literacy Classroom
- Motivations of Older Adults Who Participate in Learning-in-Retirement Programs
- Best Practices for Responding to Anti-Lesbian, Gay, Bissexual, and Transgender Behaviors in K-12 Classrooms: Interviews with Southeastern U.S. Teachers
- The student schedules an initial, exploratory meeting with his or her advisor to discuss the guidelines for the applied project, human subjects approval if needed, frequency of meetings, etc.
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